UNIVERSITY OF NAIROBI

THE
HE EMERGING ROLE OF LIBRARIANS IN A DIGITAL ENVIRONMENT: A
CASE
ASE OF THE UNIVERSITY OF NAIROBI,
NAIROBI, JOMO KENYATTA MEMORIAL
LIBRARY

TIMOTHY S. NZIOKI

A RESEARCH PROJECT SUBMITTED IN PARTIAL FULFILLMENT

FULFILLMENT OF THE
REQUIREMENTS FOR THE AWARD OF THE DEGREE OF MASTERS OF
LIBRARY AND INFORMATION SCIENCES, FACULTY OF ARTS,
UNIVERSITY OF NAIROBI.

2018
 DECLARATION

This research project is my original work and has not been previously submitted for an
academic award in this or any other University.

Signature Date
Timothy S. Nzioki
C54/83836/2016

This research project has been submitted for examination with the approval of my
supervisors.

Signature Date
Dr. George M. Kingori
Department of Library and Information Science
University of Nairobi

Signature Date
Dr. Dorothy Njiraine
Department of Library and Information Science
University of Nairobi

ii
 DEDICATION

I dedicate this research project to my parents who were a constant source of

encouragement and support. To my beloved wife Suzan and our beautiful daughters Zuri
and Zahra, who had to bear with me through the long hours of study; your prayers gave
me the strength to push forward to the end. God bless you all.

iii
 ACKNOWLEDGEMENT

I give thanks to Almighty God for giving me the opportunity to undertake this Masters
degree, and the strength and the clarity of mind to see it through to the end. I also wish to
express my sincere appreciation to the entire MLIS teaching staff particularly my
supervisors Dr. George Kingori and Dr. Dorothy Njiraine for their guidance and support
throughout this research project. Their advice and valuable insights contributed
significantly to the successful and timely completion of my work.

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 TABLE OF CONTENTS

DECLARATION............................................................................................................... ii

DEDICATION.................................................................................................................. iii

ACKNOWLEDGEMENT............................................................................................... iv

LIST OF FIGURES ......................................................................................................... ix

LIST OF TABLES .............................................................................................................x

ABBREVIATIONS AND ACRONYMS ........................................................................ xi

ABSTRACT ..................................................................................................................... xii

CHAPTER ONE: INTRODUCTION AND BACKGROUND INFORMATION .......1

1.0 Introduction ............................................................................................................... 1

1.1 Background of the Study ........................................................................................... 2

1.1.1 The University of Nairobi................................................................................... 4

1.1.2 The University of Nairobi Library and Information Services ............................ 5

1.2 Statement of the Research Problem .......................................................................... 7

1.3 Aim of the Study ....................................................................................................... 8

1.4 Objectives of the Study ............................................................................................. 8

1.5 Research Questions ................................................................................................... 8

1.6 Significance of the Study .......................................................................................... 9

1.7 Scope of the Study..................................................................................................... 9

1.8 Limitations of the Study ............................................................................................ 9

1.9 Definition of Concepts ............................................................................................ 10

1.10 Chapter Summary.................................................................................................. 12

CHAPTER TWO: LITERATURE REVIEW ...............................................................13

2.0 Introduction ............................................................................................................. 13

2.1 The Adoption of Technology in the Provision of Library Services ........................ 13

2.2 The Evolving Needs of Library Users..................................................................... 14

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 2.3 The Emerging Role of Librarians in a Digital Environment................................... 15

2.4 Library 2.0 and the Role of ICT in Librarianship ................................................... 17

2.5 Challenges Facing Librarians Today....................................................................... 19

2.6 Theoretical Framework ........................................................................................... 20

2.6.1 The Unified Theory of Acceptance and Use of Technology (UTAUT)........... 20

2.6.2 Suitability of UTAUT....................................................................................... 20

2.6.3 Application of UTAUT .................................................................................... 22

2.7 Conceptual Framework ........................................................................................... 23

2.8 Chapter Summary.................................................................................................... 24

CHAPTER THREE: RESEARCH METHODOLOGY ..............................................26

3.0 Introduction ............................................................................................................. 26

3.1 Research Design ...................................................................................................... 26

3.2 Location of the Study .............................................................................................. 27

3.3 Target Population .................................................................................................... 27

3.4 Sampling.................................................................................................................. 28

3.4.1 Sampling Techniques ....................................................................................... 29

3.5Data Collection Instruments ..................................................................................... 30

3.5.1 Questionnaires .................................................................................................. 30

3.5.2 Pilot Study ........................................................................................................ 30

3.5.3 Validity of the Instruments ............................................................................... 30

3.5.4 Reliability of the Instruments ........................................................................... 31

3.6 Data Collection Method .......................................................................................... 31

3.6.1 Data Analysis and Presentation ............................................................................ 31

3.7 Ethical Consideration .............................................................................................. 32

3.8 Chapter Summary.................................................................................................... 32

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CHAPTER FOUR: DATA ANALYSIS, INTERPRETATION AND DISCUSSION33

4.0 Introduction ............................................................................................................. 33

4.1 Questionnaire Response Rate .................................................................................. 33

4.1.1 Education Level of Library Staff ...................................................................... 34

4.1.2 Library Staff Work Experience ........................................................................ 34

4.1.3 Student Respondents ............................................................................................ 35

4.2 Integration of ICTs in Library Operations .............................................................. 36

4.2.1 Level of ICT Integration ................................................................................... 36

4.2.2 Investment in Relevant ICT Infrastructure ....................................................... 38

4.2.3 Influencing Factors Pushing the Library to Embrace ICTs in its Operations .. 40

4.2.4 Statements Related to ICT Integration in the Library ...................................... 42

4.3 Emerging Role of the Librarian in a Digital Environment...................................... 44

4.3.1 Impact of the Digital Environment on the Library Profession. ........................ 44

4.3.2 Roles / Areas of Specialization in Librarianship Arising from the Digital

Environment .............................................................................................................. 46

4.3.3 Implication of ICTs in the Library Environment.............................................. 47

4.3.4 Areas of Competence with Regard to the Digital Environment ....................... 49

4.4 Challenges Facing the Library in its Efforts to Integrate ICTs into its Operations 50

4.5 User Experience ...................................................................................................... 52

4.5.1 Approaches to Improving Access to Information Resources and Library

Experience. ................................................................................................................ 52

4.6 Meeting User Needs ................................................................................................ 54

4.6.1 Quality of Library Services and Facilities Provided ........................................ 54

4.6.2 User Recommendations toward Improving Service Delivery and User

Experience ................................................................................................................. 55

4.7 Chapter Summary.................................................................................................... 57

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CHAPTER FIVE: SUMMARY OF FINDINGS, CONCLUSION AND
RECOMMENDATIONS.................................................................................................58

5.0 Introduction ............................................................................................................. 58

5.1 Summary of the Findings ........................................................................................ 58

5.1.1 The Adoption of Technology in the Provision of Library Services ................. 58

5.1.2 The Changing Needs of Library Users in a Digital Environment .................... 60

5.1.3 The Emerging Role of Librarians in a Digital Environment ............................ 61

5.1.4 Challenges in Integrating ICTs into Library Operations .................................. 62

5.2 Conclusion............................................................................................................... 62

5.3 Recommendations ................................................................................................... 63

5.3.1 Investment in Human Capital ........................................................................... 63

5.3.2 User Feedback .................................................................................................. 63

5.3.3 Cultivating Positive Change ............................................................................. 63

5.4 Suggested Areas of Further Research ..................................................................... 64

5.4.1 Capacity Building in Academic Libraries ........................................................ 64

5.4.2 Approaches to ICT Integration and its Impact on Library Operations ............. 64

REFERENCES .................................................................................................................65

APPENDICES ..................................................................................................................75

APPENDIX I: Letter of Introduction ...............................................................................75

APPENDIX II: Transmittal Letter ...................................................................................76

APPENDIX III: Questionnaire for Library Staff .............................................................77

APPENDIX IV: Questionnaire for Students ....................................................................81

APPENDIX V: Work Plan ...............................................................................................83

APPENDIX VI: Budget Plan ...........................................................................................84

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 LIST OF FIGURES

Figure 2.1: Unified Theory of Acceptance and Use of Technology (Venkatesh et al,
2003) ...............................................................................................................22
Figure 2.2: Conceptual framework ...................................................................................24
Figure 4.1: Library staff academic qualifications .............................................................34
Figure 4.2: Number of years worked ................................................................................34
Figure 4.3: Student level of study .....................................................................................35
Figure 4.4: Frequency of library usage by students ..........................................................35
Figure 4.5: Level of ICT Integration ................................................................................37
Figure 4.6: Implication of ICTs in the library environment .............................................47
Figure 4.7: Quality of Library Services Provided.............................................................54

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 LIST OF TABLES

Table 3.1: Population sampling frame ................................................................................29

Table 4.1: Questionnaire response rate ................................................................................33
Table 4.2: Investment in Relevant ICT Infrastructure .........................................................40
Table 4.3: Influencing Factors Pushing the Library to Embrace ICTs ................................42
Table 4.4: Statements related to ICT integration in the library ...........................................44
Table 4.5: Implication of ICTs in the library environment .................................................48
Table 4.6: Areas of competence ...........................................................................................50
Table 4.7: Approaches to improving library experience / access to information resources 52

x
 ABBREVIATIONS AND ACRONYMS

CAVS College of Agriculture & Veterinary Sciences

CBPS College of Biological & Physical Sciences
CEES College of Education and External Studies
CHS College of Health Sciences
C-TAM-TPB Combined Technology Acceptance Model & Theory of Planned
Behavior
ICT Information Communication Technology
IDS Institute for Development Studies Library
IDT Innovation Diffusion Theory
IR Institutional Repository
JKML Jomo Kenyatta Memorial Library
KEMU Kenya Methodist University
KENET Kenya Education Network
KLISC Kenya Libraries and Information Service Consortium
MM Motivational Model
PSRI Population Studies Research Institute Library
SCT Social Cognitive Theory
SO-UTAUT Services Oriented Unified Theory of Acceptance and Use of
Technology
TAM Technology Acceptance Model
TPB Theory of Planned Behavior
TRA Theory of Reasoned Action
UON University of Nairobi
UTAUT Unified Theory of Acceptance and Use of Technology

xi
 ABSTRACT

We live in an environment characterized by constant access to online information and

extensive automation of services. It is an information age that has given rise to a
knowledge-based society fuelled by advances in technology. The aim of this study was to
investigate the emerging role of librarians and information professionals in a digital
environment at the Jomo Kenyatta Memorial Library, University of Nairobi. The
objectives of this study were to examine the adoption of technology in the provision of
library services at the University of Nairobi, Jomo Kenyatta Memorial Library; to
examine the changing needs of library users in the digital environment, to explore the
emerging role of librarians in a digital environment, and to propose possible steps the
library management can take toward the creation of new ICT enabled roles at the Jomo
Kenyatta Memorial Library. The theoretical framework guiding this study was the
Unified Theory of Acceptance and Use of Technology (UTAUT). The participating
respondents comprised of members of staff working at the various library service points
and student library users. The study was both qualitative and quantitative, with the data
being collected through the circulation of questionnaires among the library staff and
students. The study used systematic sampling and non-probability convenience sampling
to select the respondents, ensuring comprehensive representation of the target population.
The study underscored the necessity for librarians to embrace emerging trends in the
profession and the specialized roles that result from interacting with and dispensing
services in a digital environment. The study’s findings showed that 65% of respondents
strongly agreed that knowledgeable and competent staff were an important factor to
delivering quality services. Additionally, it also found that 79% strongly supported the
idea that librarians in specialized ICT related roles could help to address user needs and
expectations. The study will benefit academic libraries, the library professionals that
oversee their operations and the patrons who frequent the libraries for information
services.

xii
 CHAPTER ONE

INTRODUCTION AND BACKGROUND INFORMATION

1.0 Introduction

Academic libraries are well-known and valued partners in the educational process and as
such they are in a position to influence positive change in the academic environment by
supporting information literacy and encouraging a student centered approach to learning.
The academic library, alongside its traditional functions of selecting, organizing, storing,
and retrieving information, also facilitates access to relevant information by providing
direct assistance to users and promotes intellectual freedom amongst users to search for
and obtain information from all points of view without any limitations. Emerging trends
and innovations in the library profession have further served to improve these services
and the facilities made available to users.

Libraries advance the cause of education and academic research by preserving recorded
knowledge and making it available to current and future learners (The Role of Libraries
in Education, 2016). Information professionals are charged with overseeing the core
functions of libraries. However as the influence of technology gradually cements itself,
there is a need to re-examine their role.

This study examined the emerging role of Librarians in an environment that is gradually
coming under the influence of new technologies. In the background of the study, this
chapter addressed the emerging trends in technology and their influence on the long held
functions of the library. This chapter will also cover the statement of the research
problem; a brief description of the issues that need to be addressed by the researcher. The
problem statement will aid the researcher to focus as the study commences, and is central
to formulating the objectives of the study. In addition, this chapter will provide the
significance of the study as well as the scope, limitations and operational definitions of
the various terms used.

1
1.1 Background of the Study

Advances in Information Communication Technologies (ICTs) have come to influence

almost all aspects of everyday life, including the academic and information sectors. Its
influence on library and information services is evident from the emergence of electronic
services in most academic libraries as well as the introduction of the concept of digital
libraries. In comparison to the days when students had to go to the library to look up
information in dusty card catalogs and shelves, today, students have ready access to vast
amounts of information at anytime from anywhere (Rout and Panigrahi, 2016: 286).

Through modern digital solutions, libraries in academic institutions now have access to
essential information resources and can readily avail them to patrons effectively and
efficiently via virtual environments (Makori and Mauti, 2016: 1). Traditional libraries are
continuously evolving and adapting to the limitless potential of technology, while new
libraries are being designed and built ready for the digital environment. Reading
materials which have traditionally only been available in hard copy paper format can now
be electronically accessed particularly with the increased popularity of portable hand held
devices such as tablets and laptop computers, powered by affordable wireless
connectivity; with this, we can see that digital academic content is progressively
becoming common place (Millar and Schrier, 2015: 167).

Those who are most likely to use these digital platforms to access reading material are the
current students within the age group usually referred to as millennials. They comprise of
a youthful group of individuals born between 1982 and 2000, during which time the
Internet came of age (Best, Buhay and McGuire, 2014: 1). These individuals have had the
opportunity to interact with the technology for almost all their lives. They are generally
known to “want it all and without delay”, and are constantly connected through
technology (Ng, Schweitzer and Lyons, 2010: 282). All that matters to these library users
today is that the relevant information is readily available and with minimal barriers, to
support research, teaching, and learning. Millennials adapt faster to computer and internet
related activities because they were born into this age.

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According to Best, Buhay and McGuire (2014: 1, 2), millennial students use technology
to complement and enhance lecture content by integrating it into class work and
assignments. This way they are able to learn not only through face-to-face contact with
their lecturers, but also through access to online sources of information. And since a good
portion of their work is completed online, students are not restricted by time, pace or
location; especially when it comes to group assignments. They have the option of using
online collaboration platforms such as Skype or Google docs to get their work done. In
addition to this, assignments can be submitted in soft copy via e-mail to the lecturer as is
the case with the teaching programs at the University of Nairobi and numerous other
institutions of higher learning. This serves to reduce paper handling, enforces observance
of assignment deadlines and facilitates faster and easier plagiarism checking. According
to Emanuel (2011: 321), Librarianship as an ever evolving profession has in recent times
been characterized by the introduction of new technologies used in creating, organizing,
and retrieving information; a complete departure from traditional methods, and one which
resonates with an increasingly youthful clientele. In order to remain relevant, information
professionals must make an effort to reach out to this new generation of students that is
ever more dependent on these technologies, by embracing the changing environment.

Where does the traditional librarian fit into this elaborate scheme of things? Verma
(2015: 97) asserts that the primary concern for librarians is that they are able to meet user
needs by providing them with up to date, relevant and accurate information. The rapid
growth in technology has enabled the development of digitized information systems and
the provision of information resources that are well managed and systematically
organized so as to ensure ease of access and relevance of materials. This has served to
strengthen the library’s position (Gaur and Kaushik, 2014: 86). The implication to this
developing scenario however, is that in order to regularly meet the needs of tech savvy
users, academic libraries and their staff must be equally well equipped and
knowledgeable. Librarians need to keep themselves up-to-date with emerging
technologies and their possible applications within their profession. Equally important is
a commitment to user centered services and effective communication skills as well as
management, teaching and leadership qualities.

3
1.1.1 The University of Nairobi

The foundation of the University of Nairobi can be traced back to 1947 when the then
colonial Government in Kenya put forward a proposal for the creation of a commercial
and technical institute in Nairobi. By 1949, it had matured to encompass the 3 East
African countries namely Kenya, Tanzania and Uganda with the intention of providing
specialized education for the member countries. The Royal Technical College of East
Africa was issued with a Charter in September of 1951. Around the same time, the Asian
Community in the region was also working toward establishing an academy for
Commerce, Science and Arts, in commemoration of Mahatma Gandhi. To prevent the
replication of efforts, the society spearheading the Gandhi Memorial Academy conceded
to work with the colonial Governments of East Africa. As a result in April of 1954, the
Gandhi Memorial Academy was integrated into the Royal Technical College of East
Africa, and by April of 1956, the college opened its doors to receive the first group of
students. (UON Profile: Background, 2017).

On June 25th, 1961, the Royal Technical College was elevated to become the second
University College in East Africa under the name Royal College Nairobi and became
affiliated with the University of London where students in particular faculties, could be
awarded degrees from the University of London. This arrangement came to an end in
May of 1964 when the Royal College Nairobi was renamed University College Nairobi
as a constituent college of the University of East Africa. From then on, enrolled students
were able to apply and study for degrees awarded by the University of East Africa and
not the University of London. In 1970, the University College Nairobi became the first
national university in Kenya and was renamed the University of Nairobi (UON Profile:
Background, 2017). As at December 2012, the University of Nairobi boasted the largest
number of professors and academic staff in Kenya, and a student population of over
61,000 (University of Nairobi, 2012). The mission of the University of Nairobi is “to
provide quality university education and training and to embody the aspirations of the
Kenyan people and the global community through creation, preservation, integration,
transmission and utilization of knowledge.” (University of Nairobi: Vision and Mission,
2017).

4
Looking toward the future, “the University of Nairobi has in recent years made great
strides in positioning itself as the regional innovation and technology hub. This has seen
the institution continually develop indigenous systems through its skilled technical
workforce to ease its internal operations and also push the university to the next level in
matters technology” (UON - Embracing ICT and Innovativeness, 2016).

1.1.2 The University of Nairobi Library and Information Services

The mission of the library and information services department is to “provide quality
information services that empowers the University in carrying out its core activities of
teaching, learning, research, community services and consultancy to the highest
international standard.” (University of Nairobi Library, 2017).

In keeping with this pledge, the library, through the Kenya Libraries and Information
Service Consortium (KLISC), has subscribed to electronic academic information
resources which are made available to both students and academic staff. The KLISC
secretariat has been based at the University of Nairobi library since its inception in 2003.
In addition, the Jomo Kenyatta Memorial Library at the University of Nairobi main
campus also hosts the Kenya Education Network (KENET), a non-profit organization
which provides cost-effective, high bandwidth internet services to higher education and
research institutions in Kenya (Kenya Education Network, 2017).

The library system was established to support University academic programs. The Jomo
Kenyatta Memorial Library (JKML) is the flagship library located at the University of
Nairobi main campus. The library system has expanded over the years to include branch
libraries in all the University campuses and colleges. These branch libraries include
CEES Library (Kikuyu), Mwai Kibaki Library (School of Business), School of Law
Library, Institute for Development Studies Library (IDS), Medical Library (CBPS),
Population Studies Research Institute Library (PSRI), Upper Kabete Library (CAVS),
Chiromo Library (CBPS), and ADD Library (College of Architecture and Engineering).
(University of Nairobi Library | Introduction, 2017)

5
1.1.3 The current situation at the Jomo Kenyatta Memorial Library

In 2014, the library department upgraded its information management system to the
current version of V-Smart software and took steps to improve its website to be more
interactive. It spearheaded the use of Turnitin; a web-based plagiarism detection
software, to enhance originality in academic research, and also collaborated with the ICT
department to develop and implement an online helpdesk system through which students
and other stakeholders could post queries to specific sections of the library and receive
timely responses.

At the time of conducting this study, the library department had created only two new
roles emanating from investments in subscription databases for academic material, and
the institutional repository. These positions are Systems librarian and institutional
repository librarian (University of Nairobi Library, 2018). In addition, the department
also created a single position for ICT technologist whose main role includes maintaining
the library website, implementing and maintaining the institutional repository platform,
dispensing technical assistance around the library, as well as providing technical advice
to the library management on relevant issues.

These three positions cut across the thirteen College and branch libraries spread out in the
various campuses of the University, creating a situation where they are spread thin. The
institutional repository librarian for example is charged with ensuring that all notable
academic works produced by University staff and students are digitized and uploaded to
the repository. The challenge here is that these works could be spread out across the
several schools and campuses, making this a daunting task even with hired help.

Similarly the ICT technologist has to respond to technical related issues in distant campus
libraries such as CEES in Kikuyu or CAVS in Upper Kabete, and still be required to
execute other pressing responsibilities at JKML. Important to note is that some of these
technical issues do not necessarily require expert assistance. All that is required is a small
amount of trouble shooting to resolve the issue. There is an apparent shortage of staff
who are able to perform even basic technical trouble shooting tasks and this has the
potential of affecting the quality of services offered at the library.

6
1.2 Statement of the Research Problem

The management of information has long been considered to be the preserve of librarians
and libraries (Erich, 2013: 76). Librarians are trained to be proficient in information
searching, selecting, acquiring, organizing, preserving and disseminating, albeit in a
traditional sense. However, according to Kumar (2010:24), a Library’s standing is no
longer defined by the compilation of print material it holds; today, it extends to include
digital and online content as well as the seamless access to these information resources.

In recent years, Library services at the University of Nairobi have gradually transitioned
to embrace the digital environment by automating routine operations such as circulation,
cataloguing, and acquisitions services. Card catalogs have been replaced by online public
access catalogs, circulation services employ barcodes that are embedded to library books
and student’s IDs. These barcodes carry essential information on the books or student IDs
to which they are fixed. Using computers and barcode readers, circulation librarians are
able to reconcile the two when loaning or accepting returns. Similarly, book acquisition is
now an online process where librarians can login to a publisher’s website, select the
relevant texts, place the order and make the payment.

These developments however, are focused only on the core operational functions of the
library, which are learnt through routine and repetitive interaction with the systems. They
do not address the diverse emerging trends in information creation, access, storage and
sharing. These trends which include social media platforms, cloud computing and online
collaborative applications have become common place amongst the youthful and tech
savvy library users who frequent the Jomo Kenyatta Memorial Library. This study
assessed the challenges faced by librarians in a digital environment and the need to
assume new roles in order to meet the needs and expectations of modern library users.

7
1.3 Aim of the Study

The aim of this study was to investigate the emerging role of librarians and information
professionals in a digital environment at the Jomo Kenyatta Memorial Library, University
of Nairobi.

1.4 Objectives of the Study

The specific objectives of this study were to:

i. Examine the adoption of ICTs in the provision of library services at the Jomo
Kenyatta Memorial Library.
ii. To examine the changing needs of library users in the digital environment at the
Jomo Kenyatta Memorial Library.
iii. To explore the emerging role of librarians in a digital environment at the Jomo
Kenyatta Memorial Library.
iv. To propose possible steps the library management can take toward the creation of
new ICT enabled roles at the Jomo Kenyatta Memorial Library.

1.5 Research Questions

i. How has the Jomo Kenyatta Memorial Library integrated new technologies in the
provision of library services?
ii. How have user needs evolved in response to the emerging digital environment at
the Jomo Kenyatta Memorial Library?
iii. What are the emerging roles of librarians in the digital environment at the Jomo
Kenyatta Memorial Library?
iv. What steps can the Library management take toward the creation of new ICT
enabled roles at the Jomo Kenyatta Memorial Library.

These research questions above were tailored to reflect the situation on the ground and
helped to guide the study and formulate the questionnaire.

8
1.6 Significance of the Study

The world today is characterized by ready and affordable access to information from
anywhere and at any time. As such, we are compelled to examine how emerging
technologies are influencing the library profession. The findings of this study will be
crucial to informing the management of libraries on the relevant skills that should be
imparted on librarians with respect to the mentioned emerging trends. The findings could
also inform the adjustment of library capacity building programs to include computer and
internet related training.

The findings assisted in developing the criteria for library personnel recruitment as well
as helping to paint a reasonable picture of the future of the library profession in terms of
specialized roles. In addition research into the integration of emerging trends into
information dissemination facilitated effective policy making in the higher education
sector. Lastly, the findings of this study added to the body of knowledge related to library
and information studies.

1.7 Scope of the Study

This study focused mainly on the University of Nairobi’s Jomo Kenyatta Memorial
Library, the user experience and the quality of services and facilities offered there, and
the role of the librarian with regard to the prevailing digital environment. The participants
of this study were therefore drawn from library staff members, and the students who
make up the main users of library resources and facilities and who are the main recipients
of automated services.

1.8 Limitations of the Study

The study was conducted as the 2017 election season was picking up speed; and which
ultimately culminated in a charged and emotional political atmosphere. The main campus
which is located right across the road from the IEBC experienced constant disturbance
from the rioting public, making it difficult for the study to progress.

9
In addition, the University was affected by two separate instances of industrial action by
University teaching and non-teaching staff. As a result, services at JKML were
interrupted constantly, impeding the study.

A lot of time was lost during these events, limiting the study. The researcher
compensated for time lost by capitalizing heavily on the different occasions when
students were in session. Being self-sponsored, the researcher was also limited by
financial constraints.

1.9 Definition of Concepts

Digital Environment

A digital environment is a situation where the use of computers, computer networks, the
Internet and digital communication for work, research and recreation is prevalent. In
recent years, the University of Nairobi has rapidly moved to become a regional digital
hub.

Digital Library

The IFLA/UNESCO Manifesto for Digital Libraries (2014) describes it as “an online
collection of digital objects, of guaranteed quality, that are created and managed in
accordance to widely accepted principles and made available in a consistent and
sustainable manner.”

Information Professional

An Information professional is an individual who is educated, trained, and has the

experience to strategically identify, seek out and locate answers that address common
information problems. The Information Professional strategically develops, deploys, and
manages available information resources and services so as to advance the mission of the
library or information center (Shumaker et al, 2016).

10
Information Society

Information society on the other hand refers to a society where the creation,
dissemination, use, incorporation, and management of information has become an
important cultural, economic, and political activity (Shahnaz, Veisi, and Zadeh, 2013:
362). Here, daily life is characterized by a high flow of information in almost all aspects.

Millennial

The Oxford English dictionary (2017) defines a millennial to be a member of the

generation born between the early 1980s to late 1990s. Such a person would be reaching
young adulthood in the early 21st century. Most importantly, these are people who were
born at the advent of computers and internet technologies, and as such, their lives and
personalities have largely been influenced by this.

Modern Librarian

The term modern librarian refers to a librarian who is consciously aware of the emerging
trends in the profession and takes steps to keep themselves up-to-date with the changes in
order to remain relevant and be able to address the needs of modern library users.

Modern Library User

This term could also apply to a millennial. However by my understanding it implies

specifically to any person who is aware of and subscribes to emerging trends in
technology related to information access and use.

Traditional Librarian

These are Librarians whose training focused mainly on proficiency in classifying and
cataloguing, information searching, selecting, acquiring, preserving and disseminating.
Skills related to modern technology use are little or not present at all.

11
1.10 Chapter Summary

This chapter covered the background of the study and introduced the research problem,
and the researcher’s motivations for undertaking the study. With respect to the stated
problem, the researcher successfully formulated the objectives and research questions
which will serve to guide the study. Finally the chapter addressed the scope and
limitation of the study as well as the definition of relevant terms and concepts.

12
 CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

A literature review serves to thrash out previously published findings on a particular area
of study. According to Kothari (2004: 28), literature review works to establish what data
and other materials are available for operational purposes. This serves to narrow the
problem itself as well as the possible technique that might be used. This chapter will seek
to review literature related to library services in the digital age. The literature review
focused on the role of technology and how it has influenced user needs and the provision
of quality library services. It also addressed the role of the librarian with regard to
meeting new challenges brought on by technology.

2.1 The Adoption of Technology in the Provision of Library Services

We live in a digital age, where the ability to quickly locate, access and utilize information
resources when needed has become central to everyday life. As such, it is the
responsibility of the Librarian to impart relevant skills on library users so that they may
be able to recognize when information is needed and have the competence to locate the
information, access and use it effectively. However, in order to do this, the Librarian
must be sufficiently equipped and well versed on the emerging technological trends in the
profession so as to successfully engage modern library users.

Ogunsola (2011) asserts that progress and development is heavily dependent on how
effectively we can participate in the emerging information society; an activity which is
similarly dependant on access to affordable internet. Significant investments in relevant
infrastructure in Kenya has seen the cost of internet access come down, and with
continued focus on investments in ICTs and related technologies, it will certainly reduce
even more. In such an environment where information resources are readily available
electronically, some may be inclined to believe that the librarian’s role in information
services is gradually diminishing.

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Especially when you consider that most library users comprise of the youth who are
known to be technologically savvy and very forthright. In actual fact, the librarian still
plays a critical role even with the advent of these new developments.

Knowledge acquired overtime through the continued execution of traditional library

services, puts the librarian or information professional in a position of authority
particularly in the implementation of new technology driven concepts such as automating
library systems and integrating traditional library operations and services with these
technologies. Therefore as our world gradually becomes an information society through
the increased creation, dissemination, integration and use of information, the library must
also evolve and position itself to deliver quality, needs-based, and value-added services in
line with the needs and expectations of today’s library users (Kamila, 2013: 329).

According to Porter & Millar (2001), Information technology plays a key role in the
process of implementing strategy. ICT enabled reporting systems easily track progress
toward specific goals as well as success factors. By using information systems,
organizations can gauge their activities more accurately and help motivate their staff and
managers to implement strategies successfully. They further state that organizations that
anticipate the power of ICTs will be able to control events and set new trends. In
addition, organizations that fail to acknowledge the impact of ICTs will in time be
compelled to accept the changes that others initiate and will find themselves at a
competitive disadvantage.

2.2 The Evolving Needs of Library Users

As academic libraries work toward maintaining their relevance in this fast changing
environment, it is important for them to know and understand their users. We live in a
networked world where libraries are increasingly finding themselves having to cater for a
more diverse, mobile, and connected population. Today, a considerable percentage of the
students who use academic libraries fall into the age group popularly referred to as
“millennials.” These are people born between the year 1982 and 2000, and are also
referred to as being digital natives because of their high level of digital literacy (Best,
Buhay and McGuire, 2014: 1).

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According to Phillips and Trainor (2014: 520), millennial students stand apart from
previous generations based on a number of factors. Having grown up with a wide variety
of choices at their disposal, they naturally expect more selectivity and options. They
regard this as natural right and tend to take offence at limited choices. Millennials also
tend to have little patience for delays and expect quick services and feedback to queries
made. This need for speed and efficiency prevails above all other service expectations. In
addition, today’s students are more receptive to computers and internet related services
because they have always had them. They still expect and welcome the seasoned
guidance of their lecturers, but they crave the speed, convenience, flexibility and power
provided by digital services and resources.

They also prefer to learn by doing and interacting, which enables them to get immediate
feedback about what works and what does not. Millennials are constantly connected and
are highly influenced by their social networks. They communicate frequently through
instant messaging, email and cell phones. They thrive in environments of unrestrained
communication and mobility which enables them to remain connected from anywhere
and at anytime. All these unique qualities challenge academic libraries to be in-tune and
responsive to the diverse needs and expectations of its users; this is essential to ensuring
the library’s continued relevance. In addition the librarians charged with dealing directly
with student must be able to engage them at their own level. Libraries that lack the
flexibility to adapt to user expectations will experience a decline in patron usage; if users
feel that the library has nothing to offer them, they will simply stop using it.

2.3 The Emerging Role of Librarians in a Digital Environment

As our society gradually evolves to become more information driven, users expect
libraries to deliver quality, relevant, complete and user friendly services. The library will
need to similarly evolve and re-package its facilities and services in order to deliver
quality, user-focused, and value added services (Kamila, 2013: 329). This calls for the
librarian to have a good understanding and appreciation of the users changing needs and
expectations.

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Kamila, (2013: 329) further points out that user’s are only concerned about their ability to
quickly and flexibly access relevant information that can support their research, teaching,
and learning needs. Such efficient and effective services are facilitated by librarians
behind the scenes, where they have to deal with selection processes, content acquisition,
licensing as well as hardware and software requirements. In addition to having a good
understanding and appreciation of user needs and expectations, librarians should also be
able to confidently display an ability to manipulate technology and harness it for
productive service delivery. In this spirit, Emanuel, (2013: 20) introduces the concept of
millennial librarians as a new generation of academic librarians, born between 1982 and
2001, into the Millennial Generation.

This period saw the rise in usage of computers and internet technologies and as such,
these developments became a part of their daily lives including their education.
Millennial librarians tend to have varied backgrounds and are more receptive to
technology, in contrast to traditional librarians Emanuel, (2011: 321). Their interaction
with technology from an early age has enabled them to effortlessly integrate technology
into their professional and personal lives. Modern library users expect automated
libraries, computerized services, electronic resources, digital libraries and libraries
without walls enabled by remote access technologies. They are more inclined toward
information content that is quick to access and easy to consume.

This means that the content must be packaged and presented in an attractive and easily
digestible format, which can only be electronic. Millennial librarians are able to easily
engage users and effectively address these needs. Their affinity for technology has led
many to believe that the millennial generation is well positioned to transform library
services with their unique skills (Emanuel, 2013: 20). The concept of libraries in a digital
environment simply refers to the once traditional services which have now acquired a
technological aspect that will enable users to draw from the benefits that come with this
technology, previously not available (Ogunsola, 2011). In this environment, Kamila
(2013: 328) posits that the librarian must play the central role of a facilitator, ICT
specialist, knowledge manager, educator, resource preserver, information specialist and
research intermediary.

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The implication here is that in this day and age, librarians must possess requisite skills
and training in new technologies and emerging trends in the library profession. Massis
(2014: 496) reiterates that librarians must be well-informed and fully familiarized with
the preferred platforms used by modern library patrons in accessing digitized information
materials.

In addition, Janakiraman, Ormsby & Subramanian (2016: 251) state that in the modern
world, a background in ICT is necessary before taking up a librarianship job position, as
one may be required to assume roles related to library networking, e-library development,
database development and maintenance, and other related tasks. Consequently, new
designations for information professionals with ICT qualifications include Systems
Librarian, Electronic Resource Librarian, Library web application specialist, Head of
research repository and Digital archives manager.

ICT enabled operations and services are increasingly becoming common place in
academic libraries and as such these positions are oriented toward ICT trained Library
science professionals.

2.4 Library 2.0 and the Role of ICT in Librarianship

Library 2.0 can be described simply as a user-centered form of library service offering
that encourages user participation in the creation of content (Casey and Savastinuk,
2010). At the core of Library 2.0, are information communication technologies (ICTs).
ICT is the backbone of the information age. Coupled with the fact that the library is the
bastion of information and knowledge, this has made information services virtual,
allowing them to extend their reach beyond walls and physical buildings (Verma, 2015:
97). Web 2.0 technologies have played an important role in enabling libraries to keep up
with the changing needs of library users. Web 2.0 implies the use of online tools and
applications to enable individuals to collaborate, contribute, share and interact with
information using the internet as a platform (Godwin and Parker, 2008: 7). This has
enabled web content to become more dynamic, and has brought about the growth of
social media platforms.

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The past several years have seen technological advances that have enabled libraries to
create and make available several new services, such as remote access which uses virtual
private networks (VPN) to extend a private network across a public network, allowing
users to remotely access library electronic resources.

These advances have also made possible other library services such as virtual
referencing, online public access catalogs that can be accessed from anywhere,
downloadable content and video tutorials that library users can use at their convenience
in the comfort of their homes. The ability to offer these improved, user-centered and
technology driven library services is what encompasses Library 2.0.

The emerging digital environment has influenced the needs of library users to evolve
overtime, making it difficult to effectively reach these users through physical services.
Library 2.0 provides a virtual environment where users can access information and
services that are relevant to their needs. It also facilitates collaboration and enables users
to contribute by creating their own content or giving observations on existing works.

The Library 2.0 technologies continues to evolve, giving rise to new concepts such as the
electronic discovery service which has gradually been gaining popularity among many
academic libraries in Kenya. These discovery tools are changing the way users search
academic resources by bringing together the most comprehensive collection of academic
content, creating a unified catalog of the library’s electronic resources accessible online
via a single search experience.

Current search methods are slow and time consuming, requiring users to search
individual resources independently to find relevant information on a particular topic. This
single search approach has transformed the library experience for many users. A
discovery service is a comprehensive directory covering several library electronic
resources. It displays full text content of materials to which the library is subscribed or
has access including electronic journals and books, repositories, and online public access
catalogue (Gray and Hirshon, 2017). By embracing these innovative services driven by
technology, academic libraries have been able to reach users even beyond the library
walls.

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2.5 Challenges Facing Librarians Today

Traditional libraries are largely print-based and the focus of librarians here is mainly on
cataloguing and classifying resources. However, print based content is gradually giving
way to electronic information resources and this new development presents several
challenges for both librarians and libraries (Kamila, 2013: 329).

Firstly, the ever increasing amount of published information that is available online
presents a major challenge on how to locate, access and manage it all. This creates a
phenomenon commonly referred to as information explosion which consequently leads to
information overload. In addition, the introduction of ICT driven systems has proved to
be a major challenge for traditional librarians who may not have the requisite training on
how to interact and operate them effectively. Similarly, advances in internet technologies
have resulted in the growth and usage of web resources, which have been integrated into
library information services. While automated services offer speed and efficiency, they
are expensive to implement.

User’s expectations is another challenge, where a greater percentage of academic library

users belong to the youth category who are well known for their capacity to quickly grasp
and embrace new trends in technology. As such, many traditional librarians find
themselves playing catch-up when trying to serve this group. Lastly, the concept of
digital libraries implies the use of digitized information resources. Traditional circulation
material is gradually being eclipsed by electronic formats which are more preferred
because they offer flexibility and ease of access. These challenges call for the re-
organization and transformation of the information environment and library operations,
as well as the roles and training of librarians and information professionals (Kamila,
2013: 329).

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2.6 Theoretical Framework

According to Grant & Osanloo (2014: 12) “the theoretical framework is the foundation
from which all knowledge is constructed for a research study”. They further state that the
theoretical framework is central to the rationale of the study, the problem statement, the
significance, and the research questions. This study was based on a theoretical foundation
that strengthens the motivation for the study, specifically the Unified Theory of
Acceptance and Use of Technology.

2.6.1 The Unified Theory of Acceptance and Use of Technology (UTAUT)

The Unified Theory of Acceptance and Use of Technology (UTAUT) presents a practical
tool for assessing the probability of success in the introduction of new technologies and
helps in understanding the factors surrounding acceptance or resistance so as to design
effective interventions targeted at the stakeholders (Venkatesh et al, 2003: 426).

Its development was driven by a motivation to unify research efforts related to

Technology Acceptance. UTAUT is based on eight competing technology acceptance
models which center on an individual’s perception about technology and its uses; and this
forms their stance toward technology which further determines their decision to either
adopt it or reject it (Ahmad, 2014: 21).

The models that form the foundation of UTAUT include the Theory of Planned Behavior
(TPB), Theory of Reasoned Action (TRA), the Motivational Model (MM), the
Technology Acceptance Model (TAM), the model of PC utilization, the Innovation
Diffusion Theory (IDT), and the Social Cognitive Theory (SCT) and C-TAM-TPB which
is a combination of the Technology Acceptance Model and the Theory of Planned
Behavior.

2.6.2 Suitability of UTAUT

Venkatesh et al. (2003) posit that user acceptance and usage behaviour with regard to
UTAUT, is based on four key determinants, namely performance expectancy, effort
expectancy, social influence, and facilitating conditions.

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Performance expectancy points to the extent to which a person believes that using the
technology will improve his or her job performance. Effort expectancy refers to the level
of ease resulting from the use of the technology. Social influence implies the extent to
which a person recognizes that important stakeholders believe he or she should use the
new technology. Facilitating conditions simply refer to the extent to which a person
believes that organizational and technical infrastructure is available to sustain the use of
the technology (Venkatesh et al., 2003). Since its development, UTAUT has been broadly
employed especially in the field of information systems (IS) and in shedding light on
matters of technology adoption. UTAUT is appropriate for the library context and is
suitable in guiding the understanding of contributing factors with respect to acceptance
and usage of emerging technologies in the field (Dulle and Minishi-Majanja, 2011: 41).

The researcher found this model useful for exploring the emerging role of librarians in a
digital environment because the roles in question are based on the implementation and
use of relevant technologies. Any library role that is borne of the digital environment is
intended to try and meet the evolving needs and expectations of the library users - a great
number of whom in this case are youthful students whose age group make them very
receptive to technology and innovations particularly in the area of accessing information
(Phillips and Trainor, 2014: 520). In this information age, the level of implementation
and use of ICTs in academic libraries determines how well user needs and expectations
can be satisfied. In the hands of competent library staff, library services and facilities can
achieve the highest levels of quality. By assessing the acceptance and use of technology
at JKML this model will help to highlight the emerging roles of librarians in a digital
environment.

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Figure 2.1:
1: Unified Theory of Acceptance and Use of Technology (Venkatesh et al,
2003)

2.6.3 Application of UTAUT

Tibenderana,, et al (2010) employed UTAUT in assessing the levels of end

end-user
acceptance and use of hybrid library services in academic libraries in Uganda. The
resulting observations were that that relevance and collective influence had a major
bearing on intentions to use digital library services. Similarly, Ayele and Sreenivasarao,
(2013) used a modified version of UTAUT known as Services Oriented Unified Theory
of Acceptance and Use of Technology (SO-UTAUT)
(SO to study the acceptance and use of
electronic library services
ices in Universities. This further served to affirm the efficiency and
robustness of UTAUT.. This theory derives relevance from its high level of
comprehensiveness and strong explanatory power as compared to other theories, making
it a preferred choice for this study. As earlier stated, UTAUT posits that the willingness
to use a technology is subjective to an individual’s
individual perceptions of performance, how the
technology will ease the work process,
process prevailing social influences at the work place and
the availability
lity of support from the organizational management. UTAUT is therefore able
to accurately address user attitudes towards embracing ICT related solutions.

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2.7 Conceptual Framework

A conceptual framework simply refers to a schematic diagram which highlights the key
variables in a particular study. Miles and Huberman (1994: 18) describe it as brief
narrative accompanied by a graphic depiction of the main things to be studied, including
the key concepts, factors and variables, as well as how they relate to one another.

As such, one was developed to help identify key variables in this study that are vital to
the research investigation. The framework aided in illustrating how the key variables in
this study connect with each other as well as the strength of their connection. It comprises
independent variables including – relevant training in ICTs, integration of ICTs in library
operations, emerging technology trends in the library profession and evolving user needs
and expectations. The dependent variable is the ability of librarians to take up the
emerging roles brought about by advances in technology. The conceptual framework
gives a clear sense about what the underlying connections between the variables are and
how they work together as a whole. This study aims to show that a constructive
relationship between independent and dependent variables is crucial to realizing a
progressive outcome which is to ensure improved service delivery in academic libraries
through a customer focus that aims to meet user needs and expectations by embracing the
emerging technological trends in the library profession.

The conceptual framework for this study features independent variables which include
the adoption of technology in the provision of library services; the evolving user needs
and expectations; factors affecting the uptake and use of new technologies; and the
recognition of ICT related specialized library profession roles. The dependent variables
include - the acceptance of new roles and responsibilities within the library profession;
and the prevalence of Library 2.0 and beyond. The intervening variables include - Library
management; technical support; the prevailing staff mind-set; and funding for capacity
building projects.

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Expected outcomes include - Improved service delivery through customer focus to meet
user needs and expectations; increased use of Library services and facilities; improved
University standing. An alternative outcome could be reduced user confidence and use of
library facilities, as well as unmet user needs and expectations. Figure 2.2 below is a
diagrammatic representation of the main areas of interest and study.

Figure 2.2: Conceptual Framework

2.8 Chapter Summary

Giving reference to the literature review, it is evident that librarians and information
professionals still have an important role to play even in the emerging technology driven
information society. It is also clear that for the library profession to remain relevant,
librarians must put in deliberate efforts to familiarize themselves with the new
technologies that are driving the information age as well as the resulting changes in user
needs and expectations.

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In addition, there are also major benefits to be realized by this shift – including the ability
to reach users virtually, improved services and facilities resulting in increased access and
use, increased knowledge creation resulting from user contribution, open access to
relevant research material, improved quality of academic output resulting from anti-
plagiarism efforts and increased online visibility of academic output from around the
world. This conclusion presents a fitting opening to the next chapter which covers the
research methodology for this study.

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 CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

This chapter of the study covered the methodology that was employed to collect data. It
addressed the research design, study population, description of the research instruments
and their validity and reliability, definition of variables, data collection and analysis
techniques as well as ethical considerations. The data collection here was geared toward
assessing the impact of technology on library operations and services, as well as the
extent of ICT competency among library staff.

3.1 Research Design

According to Rajasekar et al (2006: 2), research is “a scientific, systematic and organized

method of finding relevant answers to a specific question or topic”. It is systematic
because the process is broken down into clear steps that lead to a logical conclusion. In
addition, it is organized because there is a deliberate method used to reach the conclusion
and offer possible solutions to the problem. Kothari (2004: 32) describes research design
as “the conceptual structure within which research is undertaken.” He further states that it
comprises the outline for the collection, measurement and analysis of data. The research
design therefore covers everything from writing the hypothesis and its operational
implications to the final data analysis. Given the above description of relevant terms, we
can refer to research methodology as simply as the formalized guidelines on how to
conduct research.

The purpose of this study was to examine the emerging role of librarians in a digital
environment, specifically at the Jomo Kenyatta Memorial Library. To this end, the study
used a research design that was both quantitative and qualitative. The qualitative aspect
served to uncover trends in thoughts and opinions of the respondents, enabling the study
to dive deeper into the problem, while the quantitative aspect provided a follow up to the
findings from the qualitative data.

26
Areas of the study such as integration of ICTs into library operations, and user experience
required the respondents to react to questions with specific listed answer choices. Other
aspects such as the emerging role of librarians in the prevailing digital environment,
meeting user needs, and the possible challenges encountered in this process required
respondents to put forward their personal views.

This research design was found preferable to determining the linkages between prevailing
trends, user expectations and the emerging roles of librarians in a digital environment. It
sought to highlight existing phenomena by obtain information on the perceptions,
attitudes, and values of individuals through questionnaires.

3.2 Location of the Study

This study was undertaken at the University of Nairobi’s Jomo Kenyatta Memorial
Library (JKML) in Nairobi, Kenya. The University of Nairobi has made significant
strides in recent years toward positioning itself as a leader in innovation and technology
uptake. The Library and Information Services department is a key component of the
University. It has contributed significantly to realizing the University’s vision by
embracing ICT and automating library services as well as developing key projects such
as the University of Nairobi Digital Repository, which is among the leading institutional
repositories in Africa. (Ranking Web of Repositories – Africa, 2017)

3.3 Target Population

This refers to the respondents participating in the study who have similar characteristics
or share similar attributes. The population comprised 64 library staff at the Jomo
Kenyatta Memorial Library, as well as an average of 1675 student users who visit the
library on a daily basis. A sampling frame was used to define the target population. The
purpose of the sampling frame is to help the researcher by defining a set of elements from
which a sample of the target population can be selected. (Lewis-Beck, Bryman and
Futing Liao, 2004).

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3.4 Sampling

Sampling is a process that involves selecting a number of individuals (sub-group) which

will adequately represent the population from which it was derived. Oso and Onen (2009)
describe a sample as a subset of the target population which can be used as its true
representative. Sampling helps to reduce the cost of collecting data by making the process
more efficient and improving the accuracy and quality of the data collected. Given that
the study is being conducted within a localized area, the selected sample was able to
provide the necessary information as it pertains to the study problem. Kothari (2004: 56)
defines a sample size as “the number of items to be selected from the universe to
constitute a sample” In simple terms, sample size refers to the number of subjects
included in a sample which is basically a group of subjects that is selected from the
general population and is considered a representative of the true population for that
specific study.

As such, the samples selected in this study represented the entire population. The target
population constituted the 64 library staff members who work at the Jomo Kenyatta
Memorial Library (University of Nairobi Library, 2017) and 1,675 students who made up
the daily user average visiting the Jomo Kenyatta Memorial Library (JKML Daily Usage
Statistics, 2016-2017). The sample size for both library staff and users was arrived at
using Taro Yamane’s formula with a 90% confidence level. Yamane, a mathematical
statistician developed this method to aid in determining sample size in relation to the
population under study. It enables the conclusions reached after the study to be
generalized to the entire population from which the sample was derived (Yamane, 1967).

n = sample size
N = population size
e = acceptable margin of error
1 = constant value

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Table 3.1 – Population Sampling Frame
Category Population (N) Error Margin Sample (n)
(e)
Library Staff 64 0.1 39
Users 1675 0.1 94
Sample Size 1739 137

3.4.1 Sampling Techniques

This refers to the specific processes by which entities of the sample are selected. Kothari,
(2004: 58) asserts that in selecting a sampling procedure, a researcher must make sure
that the process results in a reasonably small sampling error so as to control the bias. In
light of this, the study favoured using systematic sampling for library staff members and
non-probability convenience sampling for the student who regularly make use of the
services and resources offered at the Jomo Kenyatta Memorial Library.

According to Siegle (2018), systematic sampling is a random sampling technique where

elements are picked from the target population by selecting a random starting point and
then selecting other members after a fixed interval. The interval is calculated by dividing
the population size by the desired sample size. This sampling method ensures that each
element in the population has a defined and equal probability of selection. This method
was favoured because it is simple and the results obtained here are representative of the
population unless certain traits in the population recur, which is highly unlikely.

Taking into consideration the location of the study, non-probability convenience

sampling was favoured because it allowed respondents to be selected based on
availability and willingness to participate in the study. A potential drawback of this
technique, however, is that results are prone to volunteer bias; because those who
volunteer to participate may be different from those who opt out, resulting in a sample
that may not be representative. The researcher tackled this by traversing the various
sections of the library, including the Graduate Research Library, the MBA section,
Africana section and the general reading area within the Jomo Kenyatta Memorial
Library. This ensured a representative sample.

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3.5 Data Collection Instruments
This refers to the process by which the researcher collects the information needed to
address the research problem. Kothari, (2004: 95), identifies two types of research data -
primary and secondary data. Primary data is that which is collected afresh and for the first
time, while secondary data refers to that which has already been collected by someone
else and passed through the statistical process.

3.5.1 Questionnaires
Lavrakas (2008) defines a questionnaire as one of the key instruments for collecting data
in research. It comprises a set of standardized questions which follow a logical format in
order to collect individual data about one or more specific subjects.

This study used questionnaires to collect primary data through a series of closed and open
ended questions designed to elicit information that addresses specific objectives of the
study. Closed questions gave the respondents a set of choices or options while open
ended questions allow greater freedom of responses. The questionnaires were
administered to the library staff and students who frequent the Jomo Kenyatta Memorial
Library.

3.5.2 Pilot Study

Pilot testing was used to determine the effectiveness of the instrument. Pre-testing of the
questionnaire was carried out at Kenya Methodist University (KeMU) Nairobi campus
library. It helped to identify potential flaws or gaps that could have led to inaccurate
results. Findings from the pilot test compelled the research to restructure some of the
questions so that they could better reflect the objectives of the study and also eliminate
problems during data analysis.

3.5.3 Validity of the Instruments

According to Leung (2015: 325), validity in qualitative research refers to the
appropriateness of the processes, tools used, and data collected, toward ensuring the
accuracy or correctness of the research findings.

30
Internal validity touches on credibility and refers to the trustworthiness of the findings.
This depends primarily on the richness of the data collected than on the quantity. External
validity touches on transferability and refers to the degree to which the research findings
can be applied to other contexts (Establishing validity in qualitative research, 2018).

Internal validity was addressed by cross-checking findings from multiple perspectives,

while external validity was addressed by thoroughly describing the context of the
research study so as to enable others to take a broad view of the findings and apply them
to other similar settings.

3.5.4 Reliability of the Instruments

Noble and Smith, (2015: 34) state that evaluating the reliability of study findings requires
the researcher to determine the accuracy of the research in relation to the application and
appropriateness of the methods used and the integrity of the final conclusions. Leung,
(2015: 326) adds that reliability refers to the extent to which the processes and results of
the study can be replicated. The study used clearly defined questionnaires as data
collection instruments. The structure of the questionnaire was such that it could be
applied to test sample to check the reliability of the results.

3.6 Data Collection Method

Upon presentation of an introductory letter, the researcher proceeded to distribute
questionnaires prepared on the basis of the research objectives to the relevant respondents
via direct approach within the vicinity of the Jomo Kenyatta Memorial Library.

3.6.1 Data Analysis and Presentation

The study collected qualitative as well as quantitative data through the questionnaires.
According to Lewins, Taylor, and Gibbs (2010), the process of analyzing qualitative data
involves interpreting the data into a form that explains in clear terms the views of the
people on situations being investigated.

31
Content analysis was used to examine the qualitative data in order to identify common
areas of concern among the respondents. Measures of central tendency, particularly
percentages, were used to analyze the quantitative. The data was coded using Microsoft
excel sheets and analyzed using Google forms. This data was presented in frequency
tables, charts, and graphs.

3.7 Ethical Consideration

The researcher obtained a letter of authority to collect research data from the office of the
chairperson, Masters of Library and Information Science. The researcher sought to secure
informed consent from the respondents by sensitizing them on the purpose and nature of
the study. Participation was purely on a voluntary basis and the researcher was obligated
to guarantee confidentiality for any information provide.
The researcher further committed to submit all his findings on this research topic to a
plagiarism check to make certain that the work passed the originality test whilst giving
due credit to all supporting works by other authors.

3.8 Chapter Summary

This chapter covered the various aspects of research methodology. It discussed how the
study was conducted from research design, population sampling to data collection. In
addition it also touched on the validity of the instruments and its relation to the reliability
of data collected. It set the stage for the researcher to embark on the subsequent chapter
on research findings and presentation.

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 CHAPTER FOUR

DATA ANALYSIS, INTERPRETATION AND DISCUSSION

4.0 Introduction

This chapter presents, analyzes, and interprets data, as well as discusses the study’s
findings. The aim of the study was to investigate the emerging role of librarians and
information professionals in a digital environment at the University of Nairobi’s Jomo
Kenyatta Memorial Library. A combination of both quantitative and qualitative
approaches was used in the data collection process. The findings were presented
descriptively with the aid of charts, graphs, tables.

4.1 Questionnaire Response Rate

Questionnaires were administered to library staff members and student users at the Jomo
Kenyatta Memorial Library. The library being at the main campus, the very heart of all
academic activities of the University of Nairobi, offered a convenient and conducive
environment to approach willing respondents. 77% of the questionnaires administered,
were filled and returned.

The total number of sampled respondents was 133 as indicated in the table below. From
this number, 103 responded providing a response percentage of 77%. In the area of
analysis and reporting, Babbie (1990) states that a 50% response rate is sufficient. He
considered 60% to be better, while anything above 70% is regarded as very good. At
77%, the researcher considered this level of response to be more than adequate.

Table 4.1 Questionnaire Response Rate

Respondents Sample Size Questionnaires Return Rate (%)
Administered
Students 94 94 71 (75.5%)
Library Staff 39 39 32 (82%)
Total 133 133 103 (77%)

33
4.1.1 Education Level
evel of Library Staff
The library staff members among the respondents were asked to state their academic
qualifications. 18% had diploma level qualifications, 46% were degree holders, and 36%
had post-graduate
graduate qualifications.

Figure 4.1: Library Staff

taff Academic Qualifications

4.1.2 Library Staff Work

ork Experience
Work experience can be an asset with regard to handling unique challenges at the work
place. This study
tudy sought to establish the level of work experience among library staff.
18% had 1 to 5 years of work experience, 30% had 5 to 10 years of experience and 52%
had over 10 years work experience. Figure 4.2 below illustrates the number of years of
worked.

Figure 4.2: Number of Years Worked

W

34
4.1.3 Student Respondents
Of the students to which the questionnaires were administered to, 17 (24%) were less
than 24 years of age, 36 (51%) were between the ages of 25 and 34 years, 11 (16%) were
between 35 to 44 years and 7 (10%) were between 45 and 54 years of age.
With regard to their level of study, 42 (59%) of the respondents were undergraduate
students, 15 (21%) were masters students and 14 (20%) were PhD students. Of this
number, 52 (73%) were fulltime students and 19 (27%) were part time students. This
clearly indicates that a greater percentage of the respondents are youthful; a category
known for its receptiveness to technology and internet activity.

Figure 4.3 Student Level of Study

When asked how frequently they used the library, 47 (66%) of the respondents stated that
they used the library on a weekly basis. 18 (25%) said they used the library daily and 6
(9%) said they used the library on a monthly basis. This indicates that a greater
percentage of respondents are more inclined to using the library on a weekly basis which
still provides sufficient opportunity to interact effectively with library staff and services.

Figure 4.4 Frequency of Library Usage by Students

35
4.2 Integration of ICTs in Library Operations

The first objective of this study was to examine the adoption of technology in the
provision of library services at the Jomo Kenyatta Memorial Library. This was
determined by asking questions related to staff training and sensitization on emerging
ICT trends in the library profession. 87.9% of library staff were found to have had some
ICT related training in the last two years, while 12% had not.

Those respondents who had received training were also asked to indicate the areas in
which they had been trained. Among the areas mentioned included - digital repository
self-archiving with 5 (16%), online document collaboration tools 3 (9%), digital
repository management 5 (16%), open access publishing 2 (6%), Turnitin anti-plagiarism
software 10 (31%), Emerging ICT trends in the library profession 9 (28%),
data/information security 9 (28%), Library Information Management System 12 (38%),
and E-Resources & Open Access Publishing 6(19%). Only 4 (12%) said that they had not
received any training, stating as reasons, that they had never been selected or called upon
by their supervisors to attend an in-house training.

According to Youngok & Rasmussen (2006), education for information professionals

must observe two aspects – the first one emphasizes proficiencies such as communication
skills for gainful user interaction, as well as the ability to analyze trends. The other aspect
addresses the need to develop technical and information skills for the day to day
operational understanding of libraries in a digital environment. This puts the library in a
good position to deliver quality, needs based, value added services in line with the needs
and expectations of library users (Kamila 2013: 329).

4.2.1 Level of ICT Integration

In order to get a better idea of the level of ICT integration in the provision of library
services at the Jomo Kenyatta Memorial Library, the study sought to establish the
following – whether the integration of ICTs in the Library was complete & all library
operations were fully computerized, whether the main method of managing and
monitoring the use of information resources within the library system is through the use
of ICTs, and whether the Library management facilitates regular training and

36
sensitization on relevant emerging trends in ICTs for its library staff. Using the Likert
scale of 1 to 5, where 1 is strongly agree and 5 is strongly disagree, each staff member
was asked to indicate the extent to which they agreed or disagreed with tthe statement. On
the question of whether the integration of ICTs in the library was complete and all library
operations fully computerized, the responses came in with 1 (3%) strongly agree
agreeing and
21 (65.6%) agreeing.. Those who were undecided were 3 (9%), while
while those who disagreed
and strongly disagreed collectively came in at 7 (21.8%).

This shows that a greater percentage of the library staff 22 (68.7%) consider the library
operations to be sufficiently automated while 10 (31%) are either undecided or dis
disagree
with this position. This points to a level of disconnect between the respondents as to what
the actual position is.

On whether the main method of managing and monitoring the use of information
resources within the library system is through the use of ICTs,, 3(9%) strongly agreed and
27 (84%) agreed while 2(6%) disagreed.
disagreed On whether the library
ibrary management facilitates
regular training and sensitization on relevant emerging trends in ICTs for its library staff
staff,
2(6%) strongly agreed, 28 (88%) agreed, 1 (3%)
(3%) was undecided; while another 1 (3%)
disagreed. These responses indicate that the library has largely embraced the use of
technology in the management of its information resources while at the same time
facilitating staff capacity building.

Figure 4.5 Level of ICT Integration

37
4.2.2 Investment in Relevant ICT Infrastructure

The study also sought to find out the level at which the library had invested in key ICT
infrastructures necessary for impactful integration of technologies in library operations.
Using the Likert scale of 1 to 5, where 1 is strongly agree and 5 is strongly disagree, each
staff member was asked to indicate the extent to which they agreed or disagreed with the
listed possible areas of investment focus for the library management.

On the question as to whether sufficient investment had been made to ensure reliable
internet access, 7(22%) strongly agreed, 22 (69%) agreed, 1 (3%) was undecided and
2(6%) disagreed. On the issue of wireless (wifi) access points, 3 (9%) strongly agreed
that it was well catered for, 26 (81%) agreed, 1 (3%) was undecided, and 2 (6%)
disagreed. With regard to the provision of laptops and desktop computers, 2 (6%)
strongly agreed, 25 (78%) agreed, 2 (6%) were undecided and 3 (9%) disagreed. This
concurs with Adeniji, Adeniji and Oguniyi (2011) in their study where they observed that
the internet is the most widely used tool in academic libraries.

On the issue of anti-virus software, 3 (9%) strongly agreed that sufficient investment had
been made, 24 (75%) agreed, 4 (13%) were undecided and 1 (3%) disagreed. 21 (66%)
strongly agreed that anti plagiarism software was well provided and 10 (31%) agreed
while 1 (3%) disagreed with this position. On the question of the provision of a library
information management system, 23 (72%) strongly agreed, 8 (25%) agreed, and 1 (3%)
was undecided. Regarding the provision of electronic information resources, 26 (81%)
strongly agreed, and 6 (19%) agreed – there was no indecisiveness or opposition to this
position. In their study, Jayalakshmi et-al (2018), corroborate this by stating that
electronic resources are key to any digital library in an information society. E-resources
are crucial for learning, teaching and research activities.

With regard to the provision of multi-media facilities, 2 (6%) strongly agreed, 16 (50%)
agreed, 4 (13%) were undecided, 8 (25%) disagreed and 1 (3%) strongly disagreed. 1
(3%) strongly agreed that video conferencing facilities were provided, 2 (6%) agreed, 5
(16%) were undecided, 21 (66%) disagreed and 3 (9%) strongly disagreed that sufficient
investment had been made to ensure this facility. On the question of computer labs, 3

38
(9%) strongly agreed and 26 (81%) agreed, while 3 (9%) disagreed. 4 (13%) strongly
agreed that the library had reliable electricity supply and 25 (78%) agreed, while 3 (9%)
disagreed. On whether there was sufficient provision of uninterrupted power supply units,
2 (6%) strongly agreed, 4 (13%) agreed and another 4 (13%) were undecided. However
21 (66%) disagreed and 1 (3%) strongly disagreed. When asked whether the library had a
regularly updated website, 21 (66%) strongly agreed, 7 (22%) agreed, 1 (3%) was
undecided and 2 (6%) disagreed.

On the issue of an institutional repository, 22 (69%) strongly agreed 10 (31%) agreed that
sufficient investment had been made toward this. 2(6%) strongly agreed that investments
had been made toward acquiring a resources search engine / discovery service and 12
(38%) agreed to this. However 9 (28%) were undecided and another 9 (28%) disagreed.
On the issue of social media interaction and feedback, 2 (6%) Strongly agreed that this
service was available and 5 (16%) agreed. 9 (28%) were undecided about this while a
majority 16 (50%) disagreed. When it came to staff training and education, 3 (9%)
strongly agreed and 26 (81%) agreed that sufficient investment had been made on it. 1
(3%) was undecided while 2 (6%) disagreed with this position.

The responses here were largely inclined toward the opinion that adequate investment
had been made on ICT infrastructure. Save for a few areas namely – the provision of
video conferencing facilities, the provision of uninterrupted power supply units, and the
provision of the option to use social media to interact with information professionals and
provide feedback.

39
 Table 4.2 Investment in Relevant ICT Infrastructure
Investment on Infrastructure 1 SA 2A 3 UD 4D 5 SD Total
Reliable internet access 7(22%) 22(69%) 1(3%) 2(6%) 0(0%) 32(100%)
Wireless (wi-fi) access point 3(9%) 26(81%) 1(3%) 2(6%) 0(0%) 32(100%)
Laptops & Desktop computers 2(6%) 25(78%) 2(6%) 3(9%) 0(0%) 32(100%)
Anti-virus software 3(9%) 24(75%) 4(13%) 1(3%) 0(0%) 32(100%)
Anti-plagiarism software 21(66%) 10(31%) 0(0%) 1(3%) 0(0%) 32(100%)
Library information management 23(72%) 8(25%) 1(3%) 0(0%) 0(0%) 32(100%)
system
Electronic information resources 26(81%) 6(19%) 0(0%) 0(0%) 0(0%) 32(100%)
Multi-media facilities i.e. dedicated 2(6%) 16(50%) 4(13%) 8(25%) 1(3%) 31(97%)
rooms & equipment – LCD projectors,
Television, CD-DVD Players
Video conferencing facilities 1(3%) 2(6%) 5(16%) 21(66%) 3(9%) 32(100%)
Computer labs 3(9%) 26(81%) 0(0%) 3(9%) 0(0%) 32(100%)
Reliable electricity supply 4(13%) 25(78%) 0(0%) 3(9%) 0(0%) 32(100%)
Uninterrupted power supply (UPS) 2(6%) 4(13%) 4(13%) 21(66%) 1(3%) 32(100%)
units
Regularly updated Library website 21(66%) 7(22%) 1(3%) 2(6%) 0(0%) 31(97%)
Institutional repository 22(69%) 10(31%) 0(0%) 0(0%) 0(0%) 32(100%)
Resource search engine / discovery 2(6%) 12(38%) 9(28%) 9(28%) 0(0%) 32(100%)
services
Social media interaction / feedback 2(6%) 5(16%) 9(28%) 16(50%) 0(0%) 32(100%)
Staff training & education 3(9%) 26(81%) 1(3%) 2(6%) 0(0%) 32(100%)

4.2.3 Influencing Factors Pushing the Library to Embrace ICTs in its Operations
The study further sought to understand the possible influencing factors that are pushing
the library to embrace ICT in its operations. Using the Likert scale of 1 to 5, where 1 is
strongly agree and 5 is strongly disagree, respondents were asked to indicate the reasons
they each felt were behind this move.

On the question of whether library users were an influencing factor, 22 (69%) strongly
agreed and 4 (13%) agreed. The study found that a greater percentage of these library
users were of a youthful age bracket who are more attuned to all things technology. This
is in line with the findings by Best, Buhay and McGuire (2014), who referred to them as
“digital natives” or “millennials” because of their high level of digital literacy. Only 1
(3%) disagreed with this.

40
On whether the University / library management was a deciding factor, 1 (3%)
respondent strongly agreed and 26 (81%) agreed. However 2 (6%) were undecided and 1
(3%) disagreed. This indicates that the management’s role in the adoption of ICTs is
unquestionable, because it is at the this level that policy and key decision making takes
place.

On whether the need to maintain a competitive edge in the provision of academic

information services had a role to play, 24 (75%) strongly agreed and 5 (16%) agreed that
it did. This is in line with the findings by Porter & Millar (2001), who stated that
organizations that anticipate the power of ICTs are able to control events and set new
trends, while organizations that fail to acknowledge the impact of ICTs are compelled to
accept the changes that others initiate and find themselves at a competitive disadvantage.
Law, Leung, & Buhalis, (2009) further add that ICTs help to reduce costs while
enhancing operational efficiency within the library, in addition to improving service
quality and user experience.

23 (72%) strongly agreed and 6 (19%) agreed that the changing nature of the information
medium was an influencing factor. In acknowledgement of this, Godwin and Parker
(2008: 7) points to the use of online tools and applications that enable individuals to
collaborate, contribute, share and interact with information using the internet as a
platform.

Respondents strongly agreed at 19 (59%), and agreed at 7 (22%), that the need for better
management of library information resources was also an influencing factor pushing the
library to embrace ICTs. This is in line with the findings by Emojorho (2011), who states
that innovations in ICTs have significantly affected the rate of data, information and
knowledge conversion into electronic format, coupled with robust software that enables
its effective and efficient management. This has revolutionized how knowledge is
organized, stored, and retrieved.

41
 Table 4.3 Influencing Factors Pushing the Library to Embrace ICTs
Influencing factors 1 SA 2A 3 UD 4D 5 SD Total
Library users 22(69%) 4(13%) 0(0%) 1(3%) 0(0%) 27(85%)
University/Library Management 1(3%) 26(81%) 2(6%) 1(3%) 0(0%) 30(93%)
Need to maintain a competitive 24(75%) 5(16%) 0(%) 0(%) 0(0%) 29(91%)
edge in the provision of academic
information services
Changing nature of the 23(72%) 6(19%) 0(0%) 0(0%) 0(0%) 29(91%)
information medium
Need for better management of 19(59%) 7(22%) 0(0%) 0(0%) 0(0%) 26(81%)
Library information resources

4.2.4 Statements Related to ICT Integration in the Library

The study further posed a list of statements to library users, related to ICT integration in
the library, which required the respondents to either agree to or disagree using the Likert
scale of 1 to 5, where 1 is strongly agree and 5 is strongly disagree.

Respondents responded to the statement that the adoption of new technologies and
innovations would have little effect toward improving service offering in the library, with
only 1 (1.4%) strongly agreeing, but 21 (30%) disagreeing and an overwhelming 49
(69%) strongly disagreeing with this statement.

58 (82%) strongly agreed with the statement that a digital environment can significantly
improve the academic library experience and an additional 13 (18%) agreed. The
responses above are corroborated with the findings by Kaur and Sharda (2010) who state
that convenience is the single most important factor in the process of retrieving
information. Online services such as VPN and innovations such as resource discovery
tools provide this convenience. This goes a long way toward improving service offering
in the library and the academic experience.

On the statement that the University management should show leadership in the adoption
of relevant technologies and innovation, 25 (35%) of the respondents strongly agreed and
45 (63%) agreed to this. However, 1 (1.4%) was undecided.

42
56 (79%) strongly agreed with the statement that librarians in specialized ICT related
roles can help to address user needs and expectations and 14 (20%) agreed, while 1
(1.4%) was undecided.This agrees with the findings by Fourie (2004), who posits that
information professionals need to take steps to ensure their continued relevance in an IT
enabled future.

On the issue of whether the process involved in accessing electronic resources and digital
services discourages student usage, 2 (3%) strongly agreed and 15 (21%) agreed while 17
(24%) were undecided. However, 33 (46%) disagreed to this statement and 4 (6%)
strongly disagreed.

Lastly, 4 (6%) strongly disagreed with the statement that the University library was
lagging behind in the adoption of new technologies and innovations and an additional 15
(21%) agreed. 26 (37%) were undecided while 22 (31%) disagreed and 4 (6%) strongly
disagreed to the statement.

With a greater number of respondents being undecided on this statement, it points to the
possibility that they probably didn’t have any other institution to compare the University
of Nairobi to, which can be translated to be in its favour.

43
 Table 4.4 Statements Related to ICT Integration in the Library
Statement 1SA 2A 3UD 4D 5SD TOTAL
Adoption of new 1(1.4%) 0(0%) 0(0%) 21(30%) 49(69%) 71(100%)
technologies and innovations
will have little effect toward
improving service offering in
the library.
A digital environment can 58(82%) 13(18%) 0(0%) 0(0%) 0(0%) 71(100%)
significantly improve the
academic / library
experience.
The University management 25(35%) 45(63%) 1(1.4%) 0(0%) 0(0%) 71(100%)
should show leadership in the
adoption of relevant
technologies and innovation.
Librarians in specialized ICT 56(79%) 14(20%) 1(1.4%) 0(0%) 0(0%) 71(100%)
related roles can help to
address user needs and
expectations.
The process involved in 2(3%) 15(21%) 17(24%) 33(46%) 4(6%) 71(100%)
accessing electronic
resources and digital services
discourages student usage.
The University library is 4(6%) 15(21%) 26(37%) 22(31%) 4(6%) 71(100%)
lagging behind in the
adoption of new technologies
and innovations.

4.3 Emerging Role of the Librarian in a Digital Environment

The prevailing digital environment has undoubtedly had an impact on the library
profession. The study sought to establish the nature and extent of this impact.

4.3.1 Impact of the Digital Environment on the Library Profession.

The study sought to find out from the respondents how they felt the prevailing digital
environment had impacted the library profession. This was an open question intended to
elicit their personal opinions on the matter. Of the responses given, 3 (9%) said that ICTs
had made work easier.

44
Prior to the advent of ICT enabled systems, routine tasks such as cataloguing and
circulation services were all manual and time consuming, resulting in inefficiency. 4
(13%) stated that the digital environment had compelled the library to strive to be
compliant so as to remain competitive. 7 (22%) stated that the emerging environment
called for librarians to update their skills so as to keep up with emerging trends and
remain relevant. To this effect, one respondent stated the following:

“The librarian must now keep abreast with the new trends in Library and
information profession, regular training is now mandatory, the librarian has
evolved to an information provider rather than a custodian of books in a room”
(Respondent 4).
Another respondent stated that:
“It has created a need for Librarians to seek skills that enable them to operate
in a digital enabled environment so as to meet user expectations” (Respondent
14).

The above responses concur with the findings by Massis (2014: 496) who asserts that
librarians must be well-informed and fully familiarized with the preferred platforms used
by modern library patrons in accessing digitized information materials.

5 (16%) of respondents stated that the digital environment had given rise to several
innovative platforms where information could be stored and accessed with ease such as:
the Digital Repository – an open access platform where academic works done under the
umbrella of the University of Nairobi could be digitized and uploaded, to be accessed by
users online. This and other subscription services to electronic books and journals have
improved service offering and speed of access to academic material.

6 (19%) of respondents stated that the digital environment had given a new relevance to
the library profession by creating new avenues of specialization such as knowledge
management and digital librarianship. 1 respondent (3%) stated that the digital
environment had resulted in some library staff members being unable to address ICT
related queries. The respondent had this to say:

45
 “In some cases, library staff have found themselves ill equipped to conclusively
handle certain queries related to online services or electronic resources”
(Respondent 13).
This could be as a result of lack of requisite training on relevant library systems and
applications either due to lack of interest on the part of the library staff member or lack of
opportunity to participate in training exercises. In their study, Batool and Ameen (2010)
examined the level of ICT skills of academic librarians. Their study revealed that the
librarians were only proficient in superficial aspects of computer usage such as word
processing, and that they could not fully implement library automation without expert
assistance.

4.3.2 Roles / Areas of Specialization in Librarianship Arising from the Digital

Environment

The study sought to find out what possible new roles or areas of specialization the digital
environment had given rise to in the library profession. This was an open question
tailored to bring forth the personal opinions of the respondents. A number of
specialization areas were mentioned including – knowledge managers with 5 (16%)
systems librarians at 3 (9%), electronic referencing librarians at 4 (13%), digital librarians
at 3 (9%), Institutional repository managers at 3 (9%), and information managers /
consultants at 6 (19%). This position agrees with Kamila (2013: 328) assertion that in a
digital environment, the librarian must play the central role of a facilitator, ICT specialist,
knowledge manager, educator, resource preserver, information specialist and research
intermediary.

The prevailing digital environment requires librarians to possess skills and training in
new innovative and emerging trends in the library profession. Similarly, Janakiraman,
Ormsby & Subramanian (2016: 251) state that in the modern world, a background in ICT
is necessary before taking up a librarianship job position. Consequently, new
designations for information professionals with ICT qualifications include Systems
Librarian, Electronic Resource Librarian, Library web application specialist, Head of
research repository and Digital archives manager.

46
4.3.3 Implication of ICTs in the Library Environment
Using the Likert scale of 1 to 5, where 1 is strongly agree and 5 is strongly disagree,
respondents were asked to indicate the extent
ext to which they agreed or disagreed with a
list of provided statements.

Figure 4.6 Implication of ICTs in the Library Environment

E

Here, the study sought to get a sense of the respondent’s personal take on the implication
of ICTs on the library profession. 6 (18%) disagreed on the statement that ICT related
roles in librarianship have no basis in meeting user needs and expectati
expectations while an
overwhelming 26 (81%)
%) strongly disagreed. This coincides with the findings by Gaur and
Kaushik (2014: 86), where he states that the
the rapid growth in technology has made
possible the development of digitized information systems and the provision of
information resources that are well managed and systematically organized so as to ensure
ease off access and relevance of materials. In support of this, Verma (2015: 97) adds that
the primary concern for librarians is that they are able to meet user needs by providing
them with up to date, relevant and accurate information. With its considerable know
knowledge
sources and simple approach, ICT guarantees the benefits that users demand
(Janakiraman, Ormsby & Subramanian, 2016),
2016) affirming that ICTs are indeed crucial to
meeting user needs and expectations.
expectations

On the issue of whether the digital environment & integration of ICTs into Library
operations had diminished the role of the Librarian, 1 (3%) agreed, 1 (3%) was undecided
while 25 (78%)
%) disagreed and 5 (15%) strongly disagreed. The is in line with

47
Janakiraman, Ormsby & Subramanian (2016: 251) who state that in the modern world, a
background in ICT is necessary before taking up a librarianship job position, as one may
be required to assume roles related to library networking, e-library development, library
website development and maintenance; giving rise to new designations for information
professionals.

On the statement of whether Library professionals had fully embraced the digital
environment and were actively seeking out the requisite skills and knowledge, 3 (9%)
strongly agreed and 25 (78%) agreed to this. 3(9%) were undecided and 1 (3%) strongly
disagreed. This agrees with the findings by Adekunle et al (2007), which established that
librarians view ICTs positively, and a growing percentage acknowledges its usefulness.

Table 4.5 Implication of ICTs in the Library Environment

Statement 1 SA 2A 3 UD 4D 5 SD TOTAL
ICT related specialized 0(0%) 0(0%) 0(0%) 6(19%) 26(81%) 32(100%)
roles in librarianship have
no basis in meeting user
needs & expectations.
Integration of ICTs into 0(0%) 1(3%) 1(3%) 25(78%) 5(16%) 32(100%)
Library operations has
diminished the role of the
Librarian.
Library professionals have 3(9%) 25(78%) 3(9%) 0(0%) 1(3%) 32(100%)
fully embraced the digital
environment & actively
seek out the requisite skills
/ knowledge.

48
4.3.4 Areas of Competence with Regard to the Digital Environment

The study also sought to determine how the respondents regarded specific areas of
competence against the backdrop of the prevailing digital environment. Using the Likert
scale of 1 to 5, where 1 is extremely important and 5 is not important, respondents were
asked to rate the importance of each area of competence.

On electronic referencing and citation, 75% felt that it was extremely important and 25%
felt that it was very important. With the availability of electronic information resources, it
makes sense that knowledge in electronic referencing and citation would be highly sought
after. With regard to web design and management, 3% felt it was extremely important,
38% felt that it was very important, 56% felt that it was fairly important and 3% felt that
it was slightly important.

These results were in agreement with the findings by Babu, Vinayagmoorthy, and
Gopalakrishnan (2007) who in their study assessed the ICT skills of 171 librarians and
found that while 48% of them had some knowledge of integrated library software, they
were completely lacking in web design.

On the management of institutional repositories, 72% felt that it was extremely important
and 28% felt that it was very important. On the issue of emerging trends in information
services, 78% felt that this was extremely important and 19% felt that it was very
important while 3% felt that it was only fairly important. 25% felt that the use of social
media platforms in library services was extremely important, 44% felt that it was very
important and 31% felt that it was fairly important. 75% felt that digitization and digital
preservation was extremely important and 22% felt that it was very important while 3%
felt that it was fairly important. Finally on the issue of knowledge management, 78% felt
that it was extremely important, and 19% felt that it was very important while 3% felt it
was fairly important.

49
These responses were corroborated by the findings in “4.3.2” above where respondents
mentioned a number of possible new roles and areas of specialization which the digital
environment had given rise to in the library profession. These included - Institutional
repository managers, knowledge managers, and digital librarians as well as electronic
referencing librarians. This shows that as our environment continues to be reshaped by
information technology, information professionals are moving to secure a place for
themselves in the future by embracing these new roles.

Table 4.6 Areas of Competence

Area of competence 1 2 3 4 5 TOTAL
Electronic referencing & 24(75%) 8(25%) 0(0%) 0(0%) 0(0%) 32 (100%)
Citation
Web design & management 1(3%) 12(38%) 18(56%) 1(3%) 0(0%) 32 (100%)
Management of institutional 23(72%) 9(28%) 0(0%) 0(0%) 0(0%) 32 (100%)
repositories
Emerging trends in 25(78%) 6(19%) 1(3%) 0(0%) 0(0%) 32 (100%)
information services
Use of social media 8(25%) 14(44%) 10(31%) 0(0%) 0(0%) 32 (100%)
platforms in library services
Digitization & digital 24(75%) 7(22%) 1(3%) 0(0%) 0(0%) 32 (100%)
preservation
Knowledge management 25(78%) 6(19%) 1(3%) 0(0%) 0(0%) 32 (100%)

4.4 Challenges Facing the Library in its Efforts to Integrate ICTs into its Operations

The study sought to find out what possible challenges the library faced in its efforts to
fully integrate its operations with ICT technologies and innovations. This was an open
question tailored to elicit the personal views of the respondents.

Financial constraints or lack of adequate funds was identified by 11 (34%) of the

respondents as being a major challenge. This is position is further aggravated by the
ongoing cash flow problems that the University of Nairobi has been facing which has
resulted in a string of austerity measures.

50
2 (6%) of the respondents felt that there wasn’t sufficient support from management to
effectively enable ICT integration in library operations. 10 (31%) of the respondents cited
that there was a lack of relevant training for staff members to empower them with the
requisite skills and technical knowhow. This agrees with the findings by Egberongbe
(2011), who states that e-resources are popular among researchers and scholars because
they offer current and relevant information. However, practical use of the e-resources
does not compare to the high cost of acquiring them. He states that consistent training
programmes are essential for effective use of electronic resources.

Lack of strong/committed leadership was stated by 4 (13%) of the respondents as being a

challenge, with one respondent claiming that the current leadership lacked vision.
Another challenge that was mentioned was the lack of adequate infrastructure by 5 (16%)
of the respondents. 1 (3%) mentioned the prohibitively high cost of putting in place the
infrastructure. Similarly in their study, Adekele and Olorunsola (2010) indicate that the
problem of inadequate infrastructure facilities, low bandwidth and Internet downtime in
academic libraries is a major challenge to integrating ICTs to library operations.

Resistance to or fear of change was mentioned as a challenge by 3 (9%). This would be

expected especially with the more traditional librarians. This is corroborated by the
findings by Eguavoen (2011), where he states that the fear of some information
professionals in developing countries toward ICTs is expanding the digital divide.

Finally, 2 (6%) respondents stated that the shortage of staff was also a challenge. They
asserted that for some time now the University of Nairobi Library department has been
plagued by staff deficit resulting from staff retirements with very low subsequent
recruitment.

51
4.5 User Experience

The study sought to understand the respondents’ user experience.

4.5.1 Approaches to Improving Access to Information Resources and Library

Experience.

The study posed a list of approaches and asked the students to indicate the extent to
which they thought each approach could improve access to information resources, and
the library experience overall. This was done using the Likert scale of 1 to 5, where 1 is
strongly agree and 5 is strongly disagree

Table 4.7 Approaches to Improving Library Experience / Access to Information

Resources
Approaches 1SA 2A 3UD 4D 5SD TOTAL
Provision of electronic 55(77%) 13(18%) 1(1.4%) 1(1.4%) 1(1.4%) 71(100%)
information resources
User training on access 37(52%) 24(34%) 9(13%) 0(0%) 1(1.4%) 71(100%)
and use of electronic
information resources
Information literacy 11(15%) 40(56%) 17(24%) 2(3%) 1(1.4%) 71(100%)
and communication
skills classes
Knowledgeable and 46(65%) 24(34%) 0(0%) 0(0%) 1(1.4%) 71(100%)
competent staff
Dynamic user friendly 30(42%) 40(56%) 0(0%) 0(0%) 1(1.4%) 71(100%)
website
Librarians in 49(69%) 19(27%) 2(3%) 0(0%) 1(1.4%) 71(100%)
specialized ICT related
roles
Provision of remote 23(32%) 22(31%) 21(30%) 3(4%) 2(3%) 71(100%)
access service to
electronic information
resources
Use of social media to 11(15%) 17(24%) 31(44%) 11(15%) 1(1.4%) 71(100%)
communicate / convey
feedback

When asked whether the provision of electronic information resources would improve the
library experience, 55 (77%) of the respondents strongly agreed and 13 (18%) agreed. 1
(1.4%) was undecided while another 1 (1.4%) disagreed and strongly disagreed.

52
With regard to user training on access and use of electronic information resources, 37
(52%) of the respondents strongly agreed and 24 (24%) agreed, while 9 (13%) were
undecided. Only 1 (1.4%) respondent strongly disagreed to this.

11 (15%) respondents strongly agreed and 40 (56%) agreed that information literacy and
communication skills classes could help to improve the library experience. 17 (24%)
were undecided while 2 (3%) disagreed and 1 (1.4%) strongly disagreed.

46 (65%) of the respondents strongly agreed that knowledgeable and competent staff
were essential to improving the library experience. 24 (34%) agreed and 1 (1.4%)
strongly disagreed. 30 (42%) strongly agreed that a user friendly website could equally
improve the library experience and 40 (56%) agreed, while 1 (1.4%) strongly disagreed.

Respondents were also asked whether librarians in specialized ICT related roles could
help to improve the library experience. 49 (69%) strongly agreed, 19 (27%) agreed and 2
(3%) were undecided. Only 1 (1.4%) strongly disagreed.

On the issue of providing remote access services to electronic information resources, 23

(32%) strongly agreed, 22 (31%) agreed and 21 (30%) were undecided. 3 (4%) disagreed
and 2 (3%) strongly disagreed to this. A combined total of 45 (63%) of the respondents
were positive about this approach to improving the library experience. This agrees with
Jayalakshmi et-al (2018), where he states that the provision of remote access to e-
resources is an effective service provided by a library which serves to connect users to
their desired information flexibly from any location.

When asked whether the use of social media to communicate / convey feedback in the
library could help to improve the library experience, 11 (15%) strongly agreed, 17 (24%)
agreed and a majority 31 (44%) were undecided. 11 (15%) disagreed and 1 (1.4%)
strongly disagreed. From this we can see that majority of the students were undecided
about social media as a communication tool. This can be attributed to it never having
been piloted as a method of user feedback within the library. As such, the respondents
were uncertain about its ability to work.

53
According to Sieck (2015) however, as much as it remains informal and experimental in
most libraries, social media has the capacity to enable a closer relationship between
libraries and library users.

4.6 Meeting User Needs

User needs have evolved in the face of the prevailing digital environment. The study
sought to find out how library services have evolved to meet these user needs.

4.6.1 Quality of Library Services and Facilities Provided

The study additionally sought to find out how the students rated the quality of library
services and facilities provided at the Jomo Kenyatta Memorial Library? Choices of
Satisfactory, Fair and Not Satisfactory were given to the respondents. From this, 37
(52%) of the respondents said that the services and facilities were satisfactory and 33
(47%) said that the services were fair. Only 1 (1.4%) said that the services were not
satisfactory.

Figure 4.7 Quality of Library Services Provided

The reasons provided by the respondents for their position were as follows: 7 (10%) of
the respondents felt that Library staff members were knowledgeable and helpful
whenever they had an issue or query related to library services or information resources.
However a slightly higher 9 (13%) of the respondents felt that library staff members were
not sufficiently knowledgeable or confident with regard to the same issues.

54
6 (8.4%) stated that the number of computers provided by the library was insufficient and
could not effectively cater for the growing number of students hoping to access electronic
information resources. They added that many computers become defective through age or
continued use over time, and had not been repaired or replaced. In addition to this, 9
(13%) of the respondents stated that the internet and wifi connectivity in the library was
unreliable and often experienced downtimes. Only 2 (3%) felt that the internet speeds
were good allowing for quick browsing and accessing to online library services.

On accessing electronic information resources, 9 (13%) of the respondents felt that the
process was complicated and lengthy. This was probably in reference to the process
where students are required to register by creating an official students e-mail account,
followed by a network access account before gaining access to library electronic
resources. These measures have been put in place so as to ensure that only verified UoN
students have access to the material. In contrast to this position, 5 (7%) of the
respondents said that access to information resources was easy and efficient. An
additional 11 (15%) said that the electronic information resources were relevant and
useful.

Finally, 8 (11%) of the respondents stated that the OPAC was unreliable because some
books could not be located in the shelves, and it also couldn’t give the availability status
of books in the shelves. According to a study by Mathews and Pardue (2009) the main
ICT skills required of librarians in this digital age include online database searching, web
2.0 tools, networking, web development, library automation, computer applications and
computer hardware. Given the responses above, it is clear that the library staff in this case
are lacking in a good number of these skills.

4.6.2 User Recommendations toward Improving Service Delivery and User

Experience

Finally, the study sought to draw out any recommendations the respondents may have
had on how service delivery and the user experience overall can be enhanced. The
respondents were required to express their own personal views in this case.

55
14 (19.7%) of the respondent suggested that the library should provide more computers
for student usage. This would enable them to better access online reading material and
resources. One respondent had this to say about the situation:

“The student traffic in the computer labs is high and the computers very few”
(Respondent 11)

Improving the wifi / internet connectivity was another recommendation made by 16

(23%) of the respondents, as well as increasing the number of power outlets, 4 (6%).

20 (28%) of the respondents recommended that the library management focus on staff
training so as to improve their skills & competence with regard to what was rapidly
becoming the main method of accessing academic information resources. One respondent
had this to say:

“Library staff could be more helpful if they were regularly trained on the
digital services and information resources offered” (Respondent 24)
Another respondent stated that:
“Librarians need to be more familiar with these modern trends so that
they are
able to meet students at their point of need” (Respondent 30)
This point of view was held by the majority of respondents who provided their
observation, indicating that it was a major area of concern for them.

3 (4%) of the respondents recommended that the library promote the remote access
service which would enable students to access electronic information resources from the
comfort of their homes or offices, and in the process, reduce crowding in the library
computer labs. 11 (15%) suggested that the library should try to simplify the process of
accessing e-resources so that it may have more impact; in addition to this, they also
recommended regular refresher trainings for students should be done to supplement the
information they get during orientation. These responses place the ball in the library
management’s court to carefully assess the stated areas of need and formulate a plan of
action to address the short comings in a bid to ensure better service delivery.

56
4.7 Chapter Summary

This sought to present the results of the analyzed data. The study has examined the level
of ICT integration into library operations in the University of Nairobi’s Library system,
and the readiness level of library staff members to tackle it. It has also covered the
emerging roles that have resulted from the prevailing digital environment as well as the
consequent challenges. Additionally, it has also covered the view of student users with
regard to the extent to which their needs and expectations have been met in the prevailing
digital environment and their recommendations to improving the situation.

57
 CHAPTER FIVE

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

5.0 Introduction

This chapter focuses on the summary of the study’s key findings from chapter four, the
conclusions and recommendations based on the objectives of the study. The aim of this
study was to investigate the emerging role of librarians and information professionals in a
digital environment at the Jomo Kenyatta Memorial Library. The specific objectives of
this study were to examine the adoption of technology in the provision of library services
at the Jomo Kenyatta Memorial Library, to examine the changing needs of library users
in the digital environment, to explore the emerging role of librarians in a digital
environment at the Jomo Kenyatta Memorial Library, and to propose possible steps the
Library management can take to facilitate the adoption of relevant technologies to this
effect.

5.1 Summary of the Findings

These findings were guided by the study’s research objectives.

5.1.1 The Adoption of Technology in the Provision of Library Services

The findings showed that 88% of the respondents had received some ICT related training
in the last two years, while 12% had not. Staff training builds knowhow and confidence
in the use of ICTs. In addition, it cultivates an accommodating attitude toward ICTs,
spurring the candidates to want to know more. Nowadays, new technologies and
innovations are being announced almost daily. Regular training on these emerging trends
is critical to ensuring that librarians remain up-to-date.

58
The findings also showed that a greater percentage of the respondents (69%) regarded the
integration of ICTs to be largely complete in most library operations. On whether the
Library had made sufficient investment in key ICT infrastructures necessary for
impactful integration, of the collective listed areas of investment, a mean of 8.6 strongly
agreed and a mean of 14.9 agreed. On the same matter, a mean of 5.5 disagreed while 0.2
strongly disagreed.

This points to the recognition and appreciation of ICTs and ICT infrastructure on the part
of the librarians and the management. Investing in this area goes hand in hand with
cultivating interest and facilitating capacity building. This will eventually culminate in
the advent of specific job roles tailored for specific user needs.

The research findings further showed that 82% of the respondents agreed that library
users were a major influencing factor pushing the library to embrace ICTs in its
operations, as opposed to 3% who disagreed. Modern library users are largely of a
youthful category especially in academic libraries. They thrive in environments where
they can access information quickly and flexibly. It is therefore no wonder that they
would form a significant percentage of the factors pushing the library to go fully digital.

Additionally 84% agreed that the management also played an important role in this as
opposed to 3% who disagreed. The management of any organization is undeniably at the
helm of overseeing any activities that serve to progress that organization. This is often at
the behest of its stakeholders and the need to meet strategic goals.

81% agree that the need for better management of Library information resources was a
major influencing factor; however the factors that got the most overwhelming support
from respondents were: the need to maintain a competitive edge in the provision of
academic information services and the changing nature of the information medium, both
of which got 91% of respondents agreeing to with none disagreeing. This shows that the
respondents recognize the power of ICTs in enhancing operational efficiency while
reducing costs as well as the modern formats of information resources which offer
flexibility and accessibility.

59
Gone are the days when librarians would manually and painstakingly offer services to
users, a method which while effective, was inefficient and cumbersome. ICTs offer
efficiency, precision and speed. In addition, they have created specialization
opportunities for librarians where they are able to meet users at their specific points of
need.

5.1.2 The Changing Needs of Library Users in a Digital Environment

The study posed a list of approaches which could help to improve access to information
resources, and the library experience overall.

The findings showed that 77% of the respondents strongly agreed on the provision of
electronic information resources, and this strongly points to the changing methods of
accessing information today. It shows that students prefer to access academic material
electronically because it offers flexibility, speed and convenience. 65% strongly agreed
that knowledgeable and competent staff were an important factor and an additional 69%
strongly agreed that librarians in specialized ICT related roles could help to improve
information resource access and the library experience. This shows that for the users, it is
not enough that librarians should be knowledgeable, but they should equally show
competence in ICT related queries. They should strive to be recognized not just as
librarians, but as subject experts, communicators, and knowledge and resource managers.
These are roles that modern library users can relate to because they understand their
needs and are well equipped to deliver them.

A list of statements on ICT integration in the library was posed to the respondents. 69%
of the respondents strongly opposed the statement that the adoption of new technologies
and innovations would have little effect toward improving service offering in the library,
and in addition, an overwhelming 82% strongly agreed with the statement that a digital
environment can significantly improve the academic / library experience. These
responses clearly indicate an affinity for an ICT enabled academic environment on the
part of library users. Modern library users are drawn to innovative solutions that have the
potential to make their academic lives more bearable. An ICT enabled environment
staffed with similarly empowered Librarians caters for these needs.

60
Subsequently, 79% of the respondents strongly agreed with the statement that librarians
in specialized ICT related roles could help to address user needs and expectations. This
affirms the urgent need for information professionals to seek relevant ICT training so as
to equip themselves with the requisite skills and expertise needed to confront a connected
and automated environment. These skills, coupled with the essential core knowledge of
their profession which they already possess will cement their relevance in the information
services sphere.

Overall, the findings show that 52% of the respondents felt the quality of library services
offered was satisfactory while 46% felt that it was fair. This position leaves plenty of
room for more to be done toward improving the academic library experience. Investing in
modern infrastructure and furnishing the library with up to date IT equipment is not
enough to sufficiently satisfy user needs and expectations. The human element is equally
important in the form of skilled personnel in specialized library roles.

5.1.3 The Emerging Role of Librarians in a Digital Environment

The study sought to find out how the digital environment had impacted the library
profession. Findings derived from the respondents show that at least 22% felt that the
digital environment called for librarians to update their skills so as to keep up with
emerging trends in the profession. 16% felt that the digital environment had given rise to
several innovative platforms where information could be stored and accessed flexibly and
efficiently. 19% felt that the digital environment had given a new significance to the
library profession by creating new avenues of specialization. Librarians have been
entrusted with custodianship over the University’s academic texts and wealth of scholarly
output. They therefore need to ensure that they are always in tune with new developments
and innovations in their profession so as to be able to provide the right information to the
right users at right time, in a manner that is both efficient and flexible.

The findings highlighted several areas of specialization that have risen from the digital
environment including knowledge management, system librarianship, information
consultancy and electronic referencing librarianship.

61
Recognition of the impact of ICTs on the library profession is evident, as well as the
specific areas where it may be applied to make a difference. These findings call for
librarians to assume the new roles that the digital environment at the Jomo Kenyatta
Memorial Library demands of them.

5.1.4 Challenges in Integrating ICTs into Library Operations

The study found that financial constraints were a major challenge to integrating ICTs into
library operations, this resulting from the austerity measures effected by the University
management. In the face of other equally important areas of focus in the University’s
calendar, consistency and commitment also waned. 31% of the respondents referred to a
lack of regular training for staff members to empower them with the skills and technical
knowhow necessary to fully exploit ICT systems.

5.2 Conclusion

We are in the digital era where ICTs have permeated into every industry and workplace.
Keeping up with the rapidly changing dimensions of the digital environment can be a
challenge for many in the library profession. This is more so when faced with catering to
youthful students who thrive in the same digital environment. Ironically, the wealth of
information that is readily available today has made it increasingly difficult to locate
relevant information materials. Students are overwhelmed by the information explosion
and constantly have to deal with information overload. The role of the librarian is
therefore to bridge this gap by identifying and understanding the needs of the users,
locating the relevant information resources, packaging it in a friendly format and availing
the same to the user. Key to delivering effective library services is embracing the digital
environment and making use of the tools and technologies it has to offer.

The library management needs to do more to foster the creation of progressive areas of
specialization in the library, where staff can take up roles that address specific challenges
of a modern and technical nature. A need which is confirmed by the view of a majority of
respondents that specialized ICT driven roles can help to address user needs and
expectations.

62
5.3 Recommendations

Given the finding highlighted in this study, the researcher recommends the following
steps:

5.3.1 Investment in Human Capital

The library management needs to facilitate training for staff members that equips them
with knowledge and skills that are relevant to the modern library environment. This will
ensure that the subscribed electronic resources and services are well utilized; in addition,
the staff will in turn sensitize the students on the same. This will go a long way toward
meeting user needs and expectations.

5.3.2 User Feedback

In this ICT driven environment, library users tend to be very receptive to modern
approaches of accessing information. The library management should regularly engage
library users in forums so as to get their views and opinions on the services and facilities
offered by the library. It is important to ensure that the library is keeping up with current
trends.

5.3.3 Cultivating Positive Change

The management should ensure that their efforts towards full ICT integration and the
creation of specialized ICT positions for librarians are felt by all stakeholders. The
emerging digital environment dictates that the traditional librarian must give way to more
modern information professionals.

63
5.4 Suggested Areas of Further Research

Potential areas of study derived from these findings include:

5.4.1 Capacity Building in Academic Libraries

A study on the capacity building methods in academic libraries and their success in
empowering staff members to effectively manage library automation. This study will be
aimed at scrutinizing how these libraries are going about training their staff to meet user
needs and expectation in this information age.

5.4.2 Approaches to ICT Integration and its Impact on Library Operations

A study on how University libraries in Kenya approach the issue of ICT integration, and
how ICTs have impacted their operations; this study should be aimed at identifying
differences in approach as well as the guiding policies in the automation of services.

64
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 APPENDICES

APPENDIX I: Letter of Introduction

Timothy S. Nzioki
Department of Library and Information Science
University of Nairobi
P.O. Box 30917-00100
Nairobi, Kenya

Dear Respondent,

RE: INTRODUCTION LETTER FOR RESEARCH STUDY

I am a student at the University of Nairobi pursuing a Masters degree in Library and
information Science under the Faculty of Arts. I am conducting a research study titled
“The Emerging Role of Librarians in a Digital Environment: A Case of the University of
Nairobi, Jomo Kenyatta Memorial Library.” The study necessitates the collection of
relevant data from students and staff of the University of Nairobi, and you have been
selected to participate in this study.

The specific objectives of the study are to examine the adoption of technology in the
provision of library services, examine the changing needs of library users in the digital
environment, explore the emerging role of librarians in a digital environment and to
propose possible steps the Library management can take to facilitate the up-take of
relevant technologies at the University of Nairobi, Jomo Kenyatta Memorial Library. The
observations and insights you provide are solely for the academic purposes of this study
and shall remain strictly confidential.

Thank you for your time and cooperation.

Yours sincerely,

Timothy S. Nzioki
Reg. No: C54/83836/2016

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APPENDIX II: Transmittal Letter

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 APPENDIX III: Questionnaire for Library Staff

All Information collected here is strictly for the use of academic research and as such,
your feedback will be treated with utmost confidentiality. Carefully read and complete
the questionnaire.

PART 1: Bio Data

1. What is your age group?

Less than 24 yrs□ 25 – 34 yrs □ 35 – 44 yrs □ 45 – 54 yrs □

54 yrs and above □

2. What is your highest level of education attained?

Diploma □ Degree □ Post-Graduate □

3. How long have you worked in the University under the library department?

1 to 5 Years □ 5 to 10 Years □ Over 10 Years □

PART 2: Integration of ICTs in Library Operations
4. Have you received any training on ICT driven emerging trends in your profession in
the last two years?

Yes □ No □
a. If “Yes”, indicate the area of training received.
_____________________________________________________________________

b. If “No”, give reasons why.

_____________________________________________________________________

5. To what extent would you agree to the following statements as relates to the
integration of ICTs at the Jomo Kenyatta Memorial Library? Tick according to the
provided scale:
(1 - Strongly Agree | 2 - Agree | 3 - Neutral | 4 - Disagree | 5 - Strongly Disagree)

Statement 1 2 3 4 5
Integration of ICTs in the Library is complete & all library operations are
fully computerized
The main method of managing and monitoring the use of information
resources within the library system is through the use of ICTs.
The Library management facilitates regular training and sensitization on
relevant emerging trends in ICTs for library staff

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6. Investment in relevant ICT infrastructure is necessary for any meaningful ICT
integration in the Library. To what extent would you agree that the following
investments have been made toward proper ICT integration? Tick appropriately
according to the provided scale:
(1 – Strongly Agree | 2 – Agree | 3 – Neutral | 4 – Disagree | 5 – Strongly
Disagree)

Infrastructure 1 2 3 4 5
Reliable internet access
Laptops & desktop computers
Anti-virus software
Anti-plagiarism software
Library information management system
Electronic information resources
Wireless (wi-fi) access point
Multi-media facilities i.e. dedicated rooms and equipment –
LCD projectors, Television, CD-DVD Players
Video conferencing facilities
Computer labs
Reliable electricity supply
Uninterrupted power supply (UPS) units
Regularly updated Library website
Institutional repository
Resource search engine / discovery services
Social media interaction / feedback
Staff training & education

7. To what extent would you agree with the following suggested influencing factors that
are pushing the library to embrace ICT in its operations?
(1 - Strongly Agree | 2 - Agree | 3 - Neutral | 4 - Disagree | 5 - Strongly Disagree)

Influencing factors 1 2 3 4 5
Library users
The University/Library Management
The need to maintain a competitive edge in the provision of
academic
information services
The changing nature of the information medium
The need for better management of Library information resources

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PART 3: Emerging Role of the Librarian in a Digital Environment
8. In your opinion, how has the prevailing digital environment impacted the library
profession?

9. In your view, what possible new roles and areas of specialization has the digital
environment given rise to in the library profession?

10. To what extent would you agree with the statements below? Tick appropriately
according to the provided scale.
(1 - Strongly Agree | 2 - Agree | 3 - Neutral | 4 - Disagree | 5 - Strongly Disagree)

Statement 1 2 3 4 5
ICT related specialized roles in librarianship have no basis in
meeting user needs and expectations.
The digital environment & integration of ICTs into Library
operations has diminished the role of the Librarian.
Library professionals have fully embraced the digital environment
and actively seek out the requisite skills and knowledge.

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11. How do you rate the importance of following areas of competence in your profession
with regard to the prevailing digital environment? Tick appropriately according to
the provided scale.
(1 –Extremely Important | 2 – Very Important | 3 – Fairly Important | 4 –
Slightly Important | 5 – Not Important)

Area of Competence 1 2 3 4 5
Electronic referencing and citation
Web design & management
Management of institutional repositories
Emerging trends in information services
Use of social media platforms in library services
Digitization & digital preservation
Knowledge management

PART 3: Challenges
12. In your view, what challenges does the library face in its efforts to fully integrate its
operations with ICT technologies and innovations.

THANK YOU FOR YOUR TIME AND CONTRIBUTION TO THIS STUDY

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APPENDIX IV: Questionnaire for Students

All Information collected here is strictly for the use of academic research and as such,
your feedback will be treated with utmost confidentiality. Carefully read and complete
the questionnaire.

PART 1: Bio Data

1. What is your age bracket?

Less than 24 yrs□ 25 – 34 yrs □ 35 – 44 yrs □ 45 – 54 yrs □

54 yrs and above □

2. What is your current level of study?

Undergraduate □ Masters □ PhD □

3. Into which category do you fall?

Full time student □ Part time student □

4. How frequently do you use the library?

Daily □ Weekly □ Monthly □ Hardly ever □

PART 2: User Experience
5. Using the scale provided, indicate the extent to which you think the approaches
outlined below can improve / have improved access to information resources, and the
library experience overall::
(1 - Strongly Agree | 2 - Agree | 3 - Neutral | 4 - Disagree | 5 - Strongly Disagree)

Approaches 1 2 3 4 5
Provision of electronic information resources
User training on access and use of electronic information resources
Information literacy and communication skills classes
Knowledgeable and competent staff
Dynamic user friendly website
Librarians in specialized ICT related roles
Provision of remote access service to electronic information resources
Use of social media to communicate / convey feedback to Librarians

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 6. To what extent would you agree with the following statements with regard to
integration of ICTs in the library? Tick according to the provided scale:
(1 - Strongly Agree | 2 - Agree | 3 - Neutral | 4 - Disagree | 5 - Strongly Disagree)

Statement 1 2 3 4 5
Adoption of new technologies and innovations will have little effect
toward improving service offering in the library.
A digital environment can significantly improve the academic / library
experience.
The University management should show leadership in the adoption
of relevant technologies and innovation.
Librarians in specialized ICT related roles can help to address user
needs and expectations.
The process involved in accessing electronic resources and digital
services discourages student usage.
The University library is lagging behind in the adoption of new
technologies and innovations.

PART 3: Meeting User Needs

7. With regard to integration of ICTs into library operations, how would you rate the
quality of library services and facilities provided at the Jomo Kenyatta Memorial
Library?

Satisfactory □ Fair □ □
Not Satisfactory

8. Give reasons for your answer in Q.7 above

9. What recommendations would you make to the Library management toward

enhancing service delivery and improving user experience?

THANK YOU FOR YOUR TIME AND CONTRIBUTION TO THIS STUDY

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 APPENDIX V: Work Plan

OUTLINE OF PROJECT ACTIVITIES

Selecting research Proposal Field work, Data analysis, Preparation &
topic, Proposal defence Collection of Interpretation submission of
writing data & Presentation final report
Apr Wk.1
Wk.2
Wk.3
Wk.4
May Wk.5
Wk.6
Wk.7
Wk.8
Jun Wk.9
Wk.10
Wk.11
Wk.12
Jul Wk.13
Wk.14
Wk.15

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APPENDIX VI: Budget Plan

NO ITEMS SPECIFICATIONS QANTITY UNIT TOTAL

COST
1 Printing papers Quality A4 5 reams 500.00 2,500
-Draft copies
-Proposal
-Questionnaires
-Final copies
2. Stationary Quality A4
-Writing pad 4 pads 150.00 600
-pens 4 pens 30.00 120
3. Printer tonner 1 10,000 10,000
(Black)
4. Research assistant 1 1000 1,000
5. Data Analysis 1 10,000 10,000
6. Flash disk 1 3,000 3,000
Internet Access & 20,000 20,000
Communication
7. Binding drafts Spiral Binding 10 Copies 100 1,000
Binding final Full Binding 7 Copies 400 2,800
copies
8. Editing 5,000
9. Contingencies 10,000
TOTAL 66,020

84